Year 5 Term 2 Unit 7 Day 2
L.O.1 To be able to use doubling to multiply two-digit numbers by 4. To halve any two-digit number.
We are going to double these numbers: 63 18 47 52 66 39 56 27 98 77 95 41
We are going to halve these numbers: 64 78 20 52 48 66 42 74 32 50 96 22
If we halve these numbers how can we express the answers? Will they be fractions or decimals? 23 87 65 93 31 47 59 75 19
24 Q. What is a quick way to multiply this number by 4?
Doubling twice is the quick mental method to multiply by four. We’ll multiply each of these aloud by 4. 23 55 34 18 87 76 39
L.O.2 To be able to understand area measured in square centimetres. To understand and use the formula in words “length x breadth” for the area of a rectangle.
cm² We used cm² to find the areas of shapes in yesterday’s lesson. Here we have a square metre. 1metre How many cm² are there in I square metre? How can we work it out? 1m² 1metre
1m² = 10 000cm² because length = 100cm. and breadth = 100cm. and 100cm x 100cm = 10 000cm²
1mm² Try to imagine a millimetre square Q. How many mm² are there in 1cm²? Q. How can we work it out?
1cm² = 100mm² because length = 10mm and breadth = 10mm and 10cm x 10 cm = 100mm²
Which of the three units ( m² ,cm² , or mm²) would be best for measuring these? 1. The classroom floor. 2. An exercise book. 3. A postage stamp. • The playground. • A chocolate bar wrapper. 6. A mouse mat. 7. Your thumbnail.
2.8 cm . 6.1 cm The area of a rectangle is length x breadth or l x b for short. Here the area would be 6.1 x 2.8but it is useful first to get an ESTIMATE Q. What is the approximate area of the rectangle?
2.8 cm . 6.1 cm Rounding UP and DOWN leads to an approximate area of 6 x 3 = 18cm²
1.7cm Let’s try with these: 1. 5.9 cm Rounding UP and DOWN leads to 6cm x 2 cm = 12cm² 2. 3.2cm 11.8cm Rounding UP and DOWN leads to 12cm x 3 cm = 36cm²
. With a partner complete Activity Sheet 7.1
In which rectangles do you think the area has been underestimated? Using calculators we’ll check your estimates but will round part-answers to the nearest whole number. . Q. What areas of shapes in the classroom would you measure in mm², cm², or m²? Record about a dozen altogether.
In your book draw rectangles using cm and mm and write their length and breadth. Be accurate! Your partner must first estimate the area by rounding up or down then work out the area to the nearest whole number using a calculator. Record both the estimate and the final answer. Tetrahedra draw 2 Spheres draw 3 Prisms draw 4 Extension: measure area to two decimal points.
By the end of the lesson children should be able to: Express the formula for the area of a rectangle first in words then in letters. Choose a suitable unit to estimate the area.
Year 5 Term 2 Unit 7 Day 3
L.O.1 To know what each digit represents in a number with up to two decimal places. To be able to round decimals to the nearest whole number.
This is our number line. I need a volunteer to show each of these numbers: 3.7 6.8 2.4 8.1 7.2 5.9 1.6 4.5 0 1 2 3 4 5 6 7 8 9 10
Now I need volunteers to identify to one decimal place each of the points arrowed. 0 1 2 3 4 5 6 7 8 9 10
REMEMBER…… How we round numbers to the nearest whole number….. Identify the value to one decimal point of each number arrowed, round it to the nearest whole number and write both in your books. 0 1 2 3 4 5 6 7 8 9 10
Q. Which numbers do the arrows represent? Red Blue Purple Brown Orange Green . 1 3
Q. Where would these points fit on the line? 1.42 2.73 1.81 2.68 1.57 2.33 . 11.2 1.7 22.3 2.5 2.8 3
Round these to the nearest whole number. Write answers in your book. 3.57 2.49 5.86 6.67 1.08 34.67 93.21 57.85 86.55 191.53 234.62 777.50 2456.98 7107.51 5864.45
L.O 2 To be able to understand, read and write standard units for mass including their abbreviations (kg. g.) and relationships between them. To be able to convert kg. to g. To be able to record estimates and readings from scales to a suitable degree of accuracy.
We are investigating MASS not weight since the mass of an object does not vary but its weight will change depending on where it is weighed. Weight decreases with altitude! We shall learn to use decimal notation for recording mass in kilograms.
1000g This counting stick represents a scale for the range 0 to 1000g. Q. How many grams does each division represent? Q. What is the value of the point indicated by the red arrow. Q. What are the values shown by the other arrows? A B C 0g
1000g Q. What value does the red arrow indicate here? 1. to the nearest division 2. exactly Q. What values do the other arrows show? A B C 0g
1000g Q. How many kg are equivalent to 1000g. REMEMBER… KILO means a thousand Q. What fraction of 1kg does each division represent. 0g
1000g Each division represents 1/10 of 1 kg. or 0.1 of 1 kg. If I write0.5 kg. what does it mean? 0g
1000g 0.5 kg = ½ kg = 5/10 kg = 500g Copy and complete this table: 0.25 kg = = = 0.75 kg = = = 0.9 kg = = 0.3 kg = = 0.6 kg = = 0g
2000g This counting stick now represents a scale for the range 0 to 2000g. Q. How many grams does each division represent? Q. What is the value of the point indicated by the red arrow. Q. What are the values shown by the other arrows? A B C 0g
2000g Q. What value does the red arrow indicate here? 1. to the nearest division 2. exactly Q. What values do the other arrows show? A B C 0g
100g Each division now represents 10g. so the scale represents 100g. Q. If each division changed so it became: 5g 1g 2g what ranges would the scale represent? 0g
1.25 kg How can we write this in kg and g; then in g? REMEMBER… The first decimal place represents tenths of a kilogram and the second hundredths. Whole kilograms . tenths hundredths 1.25 kg
Q. How do we convert kilograms into grams? Answer…. Q. How do we convert grams into kilograms? Answer…. Q. Which rows of the table were the most difficult to complete? Why? Answer….
By the end of the lesson the children should be able to: Use correctly the abbreviations g and kg. Understand and use the relationship between g and kg. Know the equivalent of one-half, one-quarter, three-quarters, one-tenth and one- hundredth of a kilogram in grams.
Year 5 Term 2 Unit 7 Day 4
L.O.1 To be able to convert kg to g.
1 kg • Q. How many grams in 1 kg? • What mass does the red arrow represent? • Q. How else can we express this mass? (3 ways) • Q. What mass is represented by each of the other arrows? • Q. How else can we express this? A B C D 0g
1 kg • What mass does each of the black arrows represent? • Q. How else can we express this mass? • Q. What mass is represented by each of the green arrows? • Q. How else can we express this? D C B A 0g
L.O.2 To be able to record estimates and readings from scales to a suitable degree of accuracy
100g A B C D E This is a LINEAR scale Q. What is the value of each interval? Q. What value does each of the arrows indicate?
200g A B C D E Q. Now what is the value of each interval? Q. Where would 60 g appear? Q. Where would 130 g appear? Q. What value does each of the arrows indicate?