L.O.1 To be able to recall the 9 times table and use it to derive associated number facts

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L.O.1 To be able to recall the 9 times table and use it to derive associated number facts. 9. 9 90. Q. Can we use our knowledge of the 9 times table to say the 90 times table?. 9 90 900. . 1 9 2 8 3

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L.O.1

To be able to recall the 9 times table and use it to derive associated number facts

9 90

Q. Can we use our knowledge of the 9 times table to say the 90 times table?

.

1

9 2

8 3

7 4

6 5

9

81 1 18

9 2

72 8 x9 clock 3 27

63 7 4 36

6 5

54 45

.

9

81 1 18

9 2

72 8 x9 clock 3 27

63 7 4 36

6 5

54 45

Q. How can we use our x9 clock to work out 40 x 9?

9

81 1 18

9 2

72 8 x9 clock 3 27

63 7 4 36

6 5

54 45

The outer number divided by the inner one is always 9.

9

81 1 18

9 2

72 8 x9 clock 3 27

63 7 4 36

6 5

54 45

Q. How can we use our x9 clock to work out 540 ÷ 9?

L.O.2

To understand and use angle measure in degrees,

To be able to identify and estimate acute and obtuse angles

To be able to calculate angles in a straight line.

REMEMBER…

An ANGLE is an amount of TURN.

Q. What unit do we measure angles in?

Q. How many degrees are there in a right angle?

We use the symbol °to show degrees.

like this 36° or 178°or 317°.

An angle less than 90° is called an acute angle.

Angles< 90° are called acute angles

START

.

FINISH

The horizontal line on the right has been turned through 1 right angle or 90°.

What do we know about A + B?

A

B

A

B

A + B are called COMPLEMENTARY angles.

The angle is 180° and is made up of 2 right angles.

Straight line = 2 right angles = 180°

Complementary angles on a straight line are called :

obtuse

acute

90° < Angles < 180° are called obtuse angles.

By the end of the lesson children should be able to:

Know that an angle less than 90° is acute; an angle between 90° and 180° is obtuse.

Begin to identify and estimate acute, obtuse and right angles.

Identify acute, obtuse and right angles in 2D shapes.

Calculate angles in a straight line.

L.O.1

To be able to say whether angles are acute, obtuse or right angles.

To be able to estimate and order angles.

1

Look at each of these angles.

Decide if each is Aacute, O obtuse or Rright-angled.

2

3

5

4

6

7

8

Q. How many angles has this triangle?

A

Q. What is the name of this angle?

Q. What size is this angle?

A

A B C D E F G H I

L.O.2

To be able to calculate angles in a straight line

To be able to use a protractor to measure and draw acute and obtuse angles to 5°

We have four strips of card.

They are at right angles.

We are going to move the red one !

.

Q. How many degrees has the red strip turned?

.

Q. How many degrees has the strip turned now ?

.

Q. How many degrees has the strip turned?

.

The strip has moved all the way round to where it started. How many degrees has it turned?

REMEMBER….

It is possible to turn through more than 360°

LOOK…

Q. How many degrees has the red strip turned now ?

The circle has 10equally spaced points on its circumference.

Q. If the arrow moves around all ten points and ends back where it started how many degrees has it turned through?

Q. If the arrow moves to the next point on the circumference how many degrees has it turned through?

What is the angle of turn?

The circle has 10equally spaced points on its circumference.

Q. If the arrow moves around all ten points and ends back where it started how many degrees has it turned through? 360°

Q. If the arrow moves to the next point on the circumference how many degrees has it turned through? 36°

The angle of turn if the arrowmoves to the next point is 360° ÷ 10 =36°

It connects the centre of the circle in a straight line to a point on the circumference.

Where should I draw another radius to make an angle of 72°?

Either of the dotted lines will give an angle of 72°.

36° x 2 = 72°

One is clockwise from our original radius and the other is anti-clockwise.

72°

72°

Either of the dotted lines will give an angle of 108° .

36° x 3 = 108°

One is clockwise from our original radius and the other is anti-clockwise.

108°

108°

Either of the dotted lines will give an angle of 144° .

36° x 4 = 144°

One is clockwise from our original radius and the other is anti-clockwise.

144°

144°

This circle has 9 equally spaced points on its circumference.

Q. If the arrow moves to the next point on the circumference how many degrees has it moved through?

Q. What is the angle of turn?

This circle has 9 equally spaced points on its circumference.

Q. If the arrow moves to the nextpoint on the circumference how many degrees has it moved through? 40°

Q. The angle of turn if the arrow moves to the next point is 360° ÷ 9 = 40°

from A to C

from C to F

from B to G

from D to G

from C to I

from A to G

from H to E

A

B

H

G

I

C

D

F E

1

9

2

3

4

8

7

6

5

The shape has 9 sides so is called a NONAGON.

1

9

2

3

4

8

7

6

5

The sides are the same length, the angles are the same so it is REGULAR.

There are 9 internal angles. They are all the same.

1

9

2

3

4

8

7

6

5

Each internal angle is 140°.

1

9

2

3

4

8

7

6

5

It has 18 straight edges so it must be a polygon.

1

9

2

3

4

8

7

6

5

Some of the edges turn inwards so it is a CONCAVE POLYGON

There is a regular nonagon inside the shape!

1

9

2

3

4

8

7

6

5

What size are the angles on the circumference of the circle?

Using a corner of paper we see the angles are about 100°.

1

9

2

3

4

8

7

6

5

Estimate then measure the size of some other angles.

The circles are in pairs.

Number the points round each circle. Start at the top with 1. Go clockwise. Be accurate.Use a sharp pencil.

For column A join each point to THE NEXT ONE.

For column B join each point to

THE NEXT BUT ONE

i.e. 1→3, 3→5 and so on.

A

B

A

B

You should have something like this.

By the end of the lesson children should be able to:

Begin to identify, estimate and calculate acute, obtuse and right angles.

Identify acute, obtuse and right angles in

2-D shapes

Estimate the size of angles and begin to use a protractor to measure angles.

L.O.1

To be able to recall the 7 times table and use it to derive associated number facts.

7

63 1 14

9 2

56 8 x7 clock 3 21

49 7 4 28

6 5

42 35

.

1.Q. What is 40 x 7?

2.Q. What is 6 x 70?

3.Q. What is 3 x 0.7?

4.Q. What is 90 x 7?

5.Q. What is 5 x 70?

6.Q. What is 8 x 0.7?

7.Q. What is 7 x 0.07?

Q. What is the outer number divided by the inner number?

1.Q. What is 280 ÷ 7?

2.Q. What is 6.3 ÷ 7?

3.Q. What is 490 ÷ 70?

4.Q. What is 420 ÷ 7?

5.Q. What is 3.5 ÷7?

L.O.2

To be able to calculate angles in a straight line

To be able to use a protractor to measure and draw acute and obtuse angles to 5°

NOTICE how the angle reduces as the number of points grows

A

B

We are going to look at the pentagon

Draw lines between two adjacent points on the circumference to the centre of the circle to make an angle.

Q. What did we calculate this angle to be?

You should have something like this.

Measure the angle to check it is 72°.

Q. What type of angle is this?

Now draw in the angle at the centre for each of the other shapes in column A.

Measure each of the angles and compare them with those in the table.

What do you notice?

72°

There are 5 interior angles in the regular pentagon.

Q. What type of angles are these?

Measure and record these angles.

Q. What size is each angle?

Measure and record the interior angles of the other regular polygons.

Q. Are all their interior angles obtuse?

What do you notice about them?

X

X

X

X

X

The second shape looks like a regular pentagon at the centre with triangles on the outside.

The outside edge makes a concave polygon.

Q. How many sides has this concave polygon?

Measure and record the angles on the circle.

Do the same for the other concave polygons in column B. What do you notice?

What shapes do you recognise?

-

Q. What size do you think these two angles are?

A

B

Q. What must be the sum of the two angles?

In your book draw two diagrams with angles like the ones on the previous slide.

Check the angles on your partner’s diagrams.

REMEMBER…

When you are measuring angles with a

protractor it is helpful if you first

ESTIMATE

the size of the angle

then have a way of checking.

By the end of the lesson children should be able to:

Begin to identify, estimate, order, measure and calculate acute, obtuse and right angles;

Calculate angles on a straight line.