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Year 5 Term 2

Year 5 Term 2. Unit 8 – Day 1. L.O.1 To be able to read and write whole numbers and know what each digit represents. 347 256. In your book write the value of each digit as it is pointed to. 347 256.

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Year 5 Term 2

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  1. Year 5 Term 2 Unit 8 – Day 1

  2. L.O.1 To be able to read and write whole numbers and know what each digit represents.

  3. 347 256 In your book write the value of each digit as it is pointed to.

  4. 347 256 Use the last answer you made to start each calculation and write the new answer in your book each time. 1. Add 40 000 to 347 256. 2. Add 300 3. Subtract 100 000 4. Add 6000 5. Subtract 4 6. Subtract 50 000 7. Add 700 8. Add 20

  5. L.O.2 To be able to solve a problem by representing and interpreting data in tally charts and bar charts.

  6. Q. Which number is most likely to turn up when a normal 1 – 6 die is rolled? I will roll this die until I reach 20 or more and you will need to keep a record in your books of the running total. Before I begin you will need to predict and we will record how many times you think I will need to roll the die to reach my total.

  7. Now we’ll try again. First we will record your predictions. And again!

  8. Q. Is it possible to predict the number of rolls needed to get a total of 20 or more? Q. Suppose I put a number 3 on each face, could we predict how many rolls we would need to get a total of 20 or more? Q. How accurate would our prediction be? Why?

  9. This time the target is 24 or more and there will be a normal 1 – 6 die. Q. What could be the greatest number of rolls needed to score 24 or more? What could the fewest number of rolls be? Work with a partner and conduct this experiment 10 times. Each time record the number of rolls you needed to reach 24 or more.

  10. Q. Did anyone get a 24 in exactly 24 rolls or in exactly 4 rolls? I want to collect the class results and put them on a chart. Q. How can we collect and display the class’ results? Would a tally chart or a bar chart be useful?

  11. Work with the people on your table to collect all your experiment results using tallies and counting the different numbers of rolls taken.

  12. In order to collect the class’ results we are going to write the results from each group in the middle column of OHT 8.1.then work out the totals.

  13. FREQUENCY

  14. REMEMBER… The total in the final column is called the Frequency of the number of rolls taken.

  15. Q. Which number of rolls was the most frequent? Which was the least? Answer these: • Which frequencies occurred more than ¼ the time? • Which occurred less than 1/3 the time? • Which occurred exactly half the time? • Which occurredtwice as much as any others?

  16. OHT 8.1 can be turned round so the totals can be shown as a BAR CHART with the horizontal axis showing the NUMBER OF ROLLS and the vertical axis showing the FREQUENCIES .

  17. FREQUENCY LOOK ! NUMBER OF ROLLS

  18. Q. If we are to draw this bar chart what scale do we need on the vertical axis? When the scale has been decided you may each draw the bar chart on your squared paper.

  19. By the end of the lesson the children should be able to: Test a hypothesis from a simple experiment; Discuss a bar chart showing the frequency of the event; Discuss questions such as “Which number was rolled most often?”

  20. Year 5 Term 2 Unit 8 – Day 2

  21. L.O.1 To be able to order a set of positive and negative integers

  22. Place the numbers in their correct position on the number line. – Volunteers! -10 18 - 4 - 16 4 - 11 17 - 9 9 -14 2 15 -20 0 20

  23. Write the numbers in order in your book starting with the lowest. - 10 18 - 4 - 16 4 - 11 17 - 9 9 - 14 2 15

  24. Now try these - starting with the lowest. - 16 11 - 6 - 17 14 - 8 17 - 10 7 - 19 1 -15

  25. Prisms and spheres only. Order these starting with the highest: 23 -19 18 -7 -5 -22 -11 29 -4 -13 6 25 -28 34 -17 -30 16 27 -1

  26. L.O.2 To be able to solve a problem by representing and interpreting data in bar line charts where intermediate points have no meaning, including those generated by a computer.

  27. Yesterday we rolled dice to make 24 or more. Rolling 24 1’s to make 24 was VERY UNLIKELY. Which numbers of rolls of the dice appear to be MOST LIKELY …. LEAST LIKELY ?

  28. We are going to do some more experiments using dice. What is happening in this sequence of numbers? 2 , 3, 5 (3) What is happening now? 2, 3, 5, 1 (4)

  29. Q. What is happening in these sequences? 3, 3, 5, 6, 2 (5) 1, 2, 4, 2, (4) 3, 4, 5, 6, 3 (5) 1, 5, 1 (3) Q. What is the rule here?

  30. The rule is to continue rolling until the number decreases, then stop. Write down 3 sequences we might get when rolling a die and abiding by the rule. Q. What is the shortest sequence we could have? Q. What is the longest?

  31. The shortest sequence we could have has only 2 terms e.g. 6, 1 (2) 4, 2 (2) The longest sequence of terms would have repeats e.g. 1, 1, 2, 2, 2, 2, 3, 3, 4, 5, 1(11) 1, 3, 3, 3, 3, 4, 4, 6, 5 (9)

  32. I have read this in a book: “more than half the time the sequences will have 4 or less terms.” (copy onto board) Q. Do you think this is true? ? Using your dice each of you is to generate 20 sequences using the stopping rule “when it decreases stop.” List your sequences and the number of terms in each.

  33. In groups of 5 pool your results using tallies for the number of terms. Q. What was the longest sequence of terms in your group? Q. Do the results in your group suggest that the statement on the board is true? Q. What table should we use to collect and display the results to the whole class?

  34. Our table needs to cover the numbers from 2 to the largest number of terms we have. The graph will be shown as a bar-line graph. Q. Will there be gaps between the lines?

  35. Number of Terms 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 23 Frequency / Number of Terms 2 4 6 8 10 12 14 16 18 20 22 24 26 28 Frequency

  36. Frequency . 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 Number of Terms

  37. On your squared paper draw the bar-line chart using the whole-class data set.

  38. Q. Is this graph similar in shape to the bar chart you drew yesterday? Q. How many data items are there in the grand total? Q. Were there 4 or less terms in our sequences in more than half our data items? Q. Is this more than half our data? Do we think the claim is true or false?

  39. With a partner work out some statements about the behaviour of the sequences. Be prepared to share your ideas.

  40. By the end of the lesson the children should be able to: Test a hypothesis about the frequency of an even number by collecting data quickly; Discuss a bar chart or bar line chart and check the prediction.

  41. Year 5 Term 2 Unit 8 – Day 3

  42. L.O.1 To be able to recognise which simple fractions are equivalent.

  43. ½ ¾ ¼ Q. Which figure is the NUMERATOR? Q. Which is the DENOMINATOR? Q. Are the fractions in order of size, smallest first?

  44. The order should be : ¼ ½ ¾ We will list some fractions which are equal to ½. Volunteers! Q. Can you describe the relationship between the numerator and the denominator?

  45. Here are some fractions equivalent to ½ : 2/4 8/16 3/6 4/8 9/18 5/10 7/14 11/22 50/100 12/24 15/ 42/ Q. If the numerator is 15 what must the denominator be to go with these equivalent fractions? What if the numerator is 42?

  46. We will list some fractions which are equivalent to ¼. Volunteers! Q. What is the relationship between the numerator and the denominator?

  47. : Here the fraction is ¼. Here are some equivalent fractions: ¼ 2/8 4/16 20/80 5/20 3/12 7/28 6/24 9/36 11/44 14/ 27/ Q. If the numerator is 14 what must the denominator be to go with these equivalent fractions? What if the numerator was 27?

  48. We will list some fractions which are equivalent to ¾. One is 15/20. How does this work? Q. What is the relationship between the numerator and the denominator?

  49. : Here the fraction is ¾. Here are some equivalent fractions: 3/4 6/8 12/16 60/80 18/24 9/12 21/28 18/24 27/36 33/44 21/ 27/ Q. If the numerator is 21 what must the denominator be to go with these equivalent fractions? What if the numerator was 27?

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