Assessment Estimation/Problem solving Integrationplanetmaths.folensonline.ie/teachers/4th/7954_PM2012TRB_4th... · Suggested ortnightl Plan 1 Topic 1 2 ortnight 1 Resources Suggested

Fortnight 1

Resources

Suggested Fortnightly Plan 1 - Topic 1 & 2Strand• Number

Strand units• PlaceValue

• Operations

Fortnight 1

Skills and concepts• Reasoning

• Integratingandconnecting

• Applyingandproblem-solving

• Understandingandrecalling

Estimation/Problem solving• Roundingtoestimate:Addition

• Problem-solvingskills:Addition

Resources• Colouredcounters,notationboards,1,000/100/10/1block(s),abacus

• Calculator

• FolensPlanetMathsonlineactivities

Assessment• Teacherobservation

• Pupilparticipation

• Endofweekprogressassessmenttest

Integration• SESEHistory

• English

• SESEScience

• SESEGeography

DifferentiationLower attainers:Separateactivitysheet.

Higher attainers:Tickertape:Givethepupilsaseriesof4-digitnumbers.Theirjobistoplaceaporqsymbolbetweenthenumbersdependingonwhetherthereisanincreaseoradecrease.Example:1,478p1,481p1,485q1,484q1,479q1,472q1,463q1,399p1,401q1,388p1,390.

Concrete activities• Notationboardsrequirethechildtoplacemarksorcountersinthecorrectposition.Ifusingcounters,eachchildwillneedupto36counters.

• Thisunit’scalculatorsectionisthechild’sfirstformalintroductiontothecalculator.Itiseasybutincorrecttoassumethatallchildrenwillunderstandintuitivelyhowtooperateacalculator.Oneofthemostcommonmistakesisenteringincorrectnumbersonthekeypad.

11Planet Maths Teacher Resources • 4th Class

Objectives Tick Date• Exploreandidentifyplacevalueinwholenumbers,0–9999.

• Read,writeandorder4-digitnumbersandsolvesimpleproblems.

• Roundwholenumberstothenearestthousand.

• Addwithoutandwithrenaming,within9999.

• Knowandrecalladditionfacts.

• Solvewordproblemsinvolvingadditionandsubtraction.

• Useacalculatortocheckestimates.

Use of the environment• Roundingandestimatingstrategies:Abouthowmuchwilltheshoppingcost?HowmanylitresoffuelshouldIbuyforthecar?HowfarisitfromheretoAuntyMary’shouse?Theemphasisshouldbeon‘sensible’answers.

Mathematical language, and talk and discussion• Numeral,value,round,ordinalnumber

• Estimate,increase

Suggested Fortnightly Plan 1 - Topic 1 & 2 Fortnight 1

Resources

Suggested Fortnightly Plan 2 - Topic 3 & 4Strands• Measures

• ShapeandSpace

Strand units• Time

• LinesandAngles

Fortnight 2

Skills and concepts• Integratingandconnecting •Applyingandproblem-solving

Resources• Clockface,timer,calendar,blankclockfaces

• Activitycubes,ruler,setsquare,clockface,spiritlevel






• SESEScience

• SESEGeography

• Visualarts


Higher attainers:1.Bringasingleday’sTVscheduletoschool.2.Examineanonlinebusortraintimetable.3.Visualiseadoorfromabove.Whatangleismadewhenadoorisajar(explain‘ajar’)?

Objectives Tick Date• Consolidateanddevelopfurtherasenseoftimepassing.

• Readtimein1-minuteintervalsonananalogueclock(12-hour).

• Expressdigitaltimeasanaloguetimeandviceversa.

• Readandinterpretsimpletimetables.

• Renameminutesashoursandhoursasminutes.

• Readdatesfromcalendarsandexpressweeksasdaysandviceversa.

• Solveandcompletepracticaltasksandproblemsinvolvingtimesanddatesandtheadditionandsubtractionofhoursandminutes.

• Solveandcompletepracticaltasksandproblemsinvolvingdates.

• Identify,describeandclassifyobliqueandperpendicularlines.

• Draw,discussanddescribeintersectinglinesandtheirangles.

• Classifyanglesasgreaterthan,lessthanorequaltoarightangle.

• Solveproblemsinvolvinglinesandangles.

Use of the environment• Atwhattimedoweusually:Eatdinner,gotobed,getup,gethomefromschool,dohomework,watchTV?Howlongdoweusuallyspend:Sleeping,eating,beingawake,walking,watchingTV?

• Findanexampleofsomethingthatturnsinananti-clockwisedirection.

Mathematical language, and talk and discussion• Digitaltime,calendar,am(antemeridiem),pm(postmeridiem)

• Clockwise,anti-clockwise,parallel,perpendicular,diagonal,oblique,horizontal,vertical,rightangle,straightangle,acuteangle,obtuseangle,rotate

Concrete activities• Clockfaceactivities

• Creatingangles

Estimation/Problem solving• Estimatingtime:Timeanddate

problems


Fortnight 1

Resources


Strand units• Operations

• Fractions

Fortnight 3

Skills and concepts• Integratingandconnecting


• Communicatingandexpressing

Estimation/Problem solving• Recipes:Youwantacakethatishalfthesize.Howwillyouchangetheingredients?

Resources• Counters,calculator

• Numberline,fractionwall,fractiontower






• SESEScience

• PE


Higher attainers: SubtractionConnectFour(agamefor2players).Countersrequiredin2differentcolours.Thechildrenaregivenagridof30squaresalongwithasetof9numbers.Playerchoosesany2numbersfromthesetandfindstheirdifference.

Mathematical language, and talk and discussion• Subtract,takeaway,difference,less,minus,howmanymore,fewer,reduce,decrease(manywordsandexpressionsmeaningthesamething)

• Sixth,ninth,twelfth,numerator,denominator


Objectives Tick Date• Subtractwithoutandwithrenaming,within9999.

• Knowandrecallsubtractionfacts.

• Solvewordproblemsinvolvingsubtraction.

• Identifyfractionsandequivalentformsoffractionswithdenominators2,3,4,5,6,8,10and12.

• Compareandorderfractionswithappropriatedenominatorsandpositiononnumberline.

• Solveandcompletepracticaltasksandproblemsinvolvingfractions.

Use of the environmentHowmanyexamplesofhalfandquartercanyoufind?Halfhour,halfmoon,half-time,halflitre,halfakilo,halfakilometre,half-and-half,halfadozen,half-back,halfboard,halfbottle,halfbrother/sister,halfdoor,halfprice,half-hearted,halflanding,halflight,halfmeasure,half-term,half-yearly,halfway,halfwayline,halflength,halfpay,half-centuryQuarterofanorange,first/second/thirdquarter,quarterback,quarterly,quarters(lodgings),quarternote(crotchet),quartertone,quarter-hour,quarterdeck...

Concrete activities• Drillsonsubtracting(mentalarithmetic)

• FractionBlackjack

Fortnight 4 Suggested Fortnightly Plan 4 - Topic 7 & 8Strands• Data

• Number

Strand units• RepresentingandInterpretingData

• Operations

Resources• Graphtemplates

• Counters,calculator





Integration• SESEScience

• SESEGeography

• Visualarts

DifferentiationLower attainers:1.Separateactivitysheet.2.TablesConcentration(agamefor2–4players).Youwillneed36smallcards.Usethecardstowritethefactorsandproductsfrom,(e.g.1x6=6,throughto12x6=72).Turnthecardsfacedownandjumblethem.Firstplayerchooses3cards.Iftheyformacorrectequationtheplayerthenkeepsthecardsandgetsanothergo(e.g.4x6=24).Otherwisecardsarereplacedfacedownandit’sthenextperson’sturn.

Higher attainers: Exploretherelationshipbetweenrectangularnumbersandmultiplication.

Mathematical language, and talk and discussion

• Tally,scale,piechart

• Multiply

Objectives Tick Date• Collect,organiseandrepresentdatausingpictograms,blockgraphs,barchartsandbar-linegraphs,incorporatingthescales1:2,1:5,1:10,1:100.

• Readandinterpretsimplebar-linechartsandsimplepiecharts.

• Usedatasetstosolveandcompletepracticaltasksandproblems.

• Developanunderstandingofmultiplicationasrepeatedadditionandviceversa.

• Explore,understandandapplythe0andcommutativepropertiesofmultiplication.

• Developandrecallmultiplicationfactswithin100.

• Multiplya2-digitor3-digitnumberbya1-digitnumber.

• Multiplya2-digitor3-digitnumberbya2-digitnumber.

• Solveandcompletepracticaltasksandproblemsinvolvingmultiplicationofwholenumbers.

Use of the environmentSurveyingparentsandothersaboutsuitabletopicsandcollatingresultsinschool(becarefulthatissuesarenotsensitive):Howmanyelectricalappliancesarethereinyourhome?Howmanycountrieshaveyouvisited?Howmanytimesaweekdoyougototheshop?Howmanytimesadaydoyouuseaphone?

Concrete activities• Yes–Nosurveys:Chooseaquestionwheretheonlyoptionsforanswersareyesorno.Carryoutasurveyandgraphtheresults.

• Basicmultiplicationfacts.Eachpupilneeds3counters.Placecounterson2numbersthatwhenmultipliedgivetheanswer20,60,56,0,2,etc.Encouragethechildrentoseethatoftenthereismorethan1correctanswer.Placecounterson3numbersthatwhenmultipliedgivetheanswer12,24,80,etc.Encouragethechildrentoseetheusefulnessof1inthisexercise(e.g.14=2x7x1).

Estimation/Problem solvingAttempttodrawagraphwithoutusingscale.Childrenshouldthenseetheneedtocontractthedatasothatinsteadofcountingin1s,wecountin2s,5sor10s.

Skills and concepts• Communicatingandexpressing • Reasoning • Understandingandrecalling


Fortnight 5Suggested Fortnightly Plan 5 - Topic 9 & 10Strand• Number


• Decimals

Skills and concepts• Reasoning • Applyingandproblem-solving

Estimation/Problem solvingUnnecessaryzeroesLeadingzereos:Withwholenumbers,azeroprecedingnon-zeronumeralsisunnecessary(08=8).Trailingzereos:Withdecimalstheoppositeistrue(0.80=0.8).

Resources• Counters,cubes

• 100squares(10x10),numberline,abacus





Integration• Visualarts

• SESEGeography

Differentiation:Lower attainers: Separateactivitysheet.

Higher attainers:1.Anynumberthatcanbedividedevenlyby9hasaninterestingproperty:Thesumofitsnumeralsis9(oramultipleof9),e.g.4,122=4+1+2+2=9,therefore,4,122isdivisibleby9.2.‘Skip’decimalcounting:Startingat0.8countup,0.03atatimeuntilthevalueisgreaterthan1.Alsocountdown.

Mathematical language and Talk and Discussion: • Sharing,repeatedsubtraction,remainder

• Hundredth,expand,necessary,unnecessary


Objectives Tick Date• Developanunderstandingofdivisionassharingandasrepeatedsubtraction,withoutandwithremainders.

• Developand/orrecalldivisionfactswithin100.

• Solveandcompletepracticaltasksandproblemsinvolvingdivisionofwholenumbers.

• Identifyplacevalueofwholenumbersanddecimalsto2places.

• Expresstenthsandhundredthsasfractionsanddecimals.

• Identifyplacevalueofwholenumbersanddecimalsto2placesandwriteinexpandedform.

• Orderdecimalsonthenumberline.

Use of the environmentLookatthehouseholdmeters:Doesthedisplayhaveadecimalpoint?Examinethemilometerinthecar–doesitshow1tenthofakilometre(sometimesitisinadifferentcolour)?

Concrete activities• Usea100squaretointroducetheideaofonehundredth.Beginbydividingthe100squareinto10rows,eachofwhichwillbeonetenthofthewhole.Thenprogresstohundredths.Pointouttheconnectionbetweententhsandhundredths–thereare10hundredthsin1tenth.

• DivisionBingo


• ShapeandSpace

Strand units• Money

• Symmetry

Fortnight 6

Skills and concepts• Applyingandproblem-solving •Communicatingandexpressing

• Integratingandconnecting •Reasoning

Resources• Pricelists,counters

• Mirrors,squaredgrids






• Visualarts


Higher attainers: 1.Distributecataloguesoronlinelistsofmerchandiseinwhichpricesarelisted.Askthechildrentomakeupquestions(andfindtheanswers)basedonthelists.2.Childrenwithartisticflaircanoutshinethosewithexcellentnumberskillsinsymmetry.

Concrete activities• Learningasenseofpriceandvalueismoreimportantthanthemechanicalmoneyoperations.Spendtimepricingeverydayitemsanddoingmockshopping-basketactivities,examiningpricesonrestaurantmenus.

• Usemirrorstoinvestigatesymmetry.Oneshapethatoftenfoolspeopleistherectangle(thatisnotasquare).Doesadiagonallineformalineofsymmetry?Placeamirroralongoneofthediagonalstosee!

Objectives Tick Date• Renameamountsofmoneyaseuroorcentandrecordamountsofmoneyusing€symbolanddecimalpoint.

• Solveandcompletepractical1-stepand2-stepproblemsandtasksinvolvingtheaddition,subtraction,multiplicationanddivisionofmoney.

• Identifylinesymmetryintheenvironment.

• Identifylinesofsymmetryashorizontal,verticalordiagonal.

• Useunderstandingoflinesymmetrytocompletemissinghalfofashape,picturepattern.

Use of the environment• Lookforsymmetryinthehome.Childrenwithdigitalcamerasmightbeabletobringinphotosifparentspermit.Examplestosuggesttothechildren:bookcovers,furniture,curtains,cushioncovers,windows,woodenfloors,carpetsandmats,TVscreens,itemsofclothing,sportsequipment.

• Lookforexamplesofsymmetryinstainedglass(lead)windows,whichareoftenseeninchurchesandcastles.

Mathematical language, and talk and discussion • Change,compare

• Symmetry



• Number

Strand units• Length

• Operations

Fortnight 7

Skills and concepts• Applyingandproblemsolving • Implementing • Integratingandconnecting

Resources• Metrestick,ruler,trundlewheel

• Calculator





Integration• PE

• SESEScience

Differentiation:Lower attainers:Separateactivitysheet.

Higher attainers:1.Createameasuringchart:Divideapageinto5sectionslabelledwith10cmorless,11cmto40cm,41cmto70cm,71cmto1mandgreaterthan1m.Pupilshavetoinvestigatetheclassroommeasuringthingsandfind5itemsforeachcategory.2.InvestigateAge:Askthechildrentoworkouttheirownageindaysandtoincludethenumberofdayssincetheirlastbirthday.Thisactivitycanbeextendedtoagesinweeksorageinhours.

Concrete activities• Trysomemeasuringexperimentsbetween2pointsintheyard.

• Measurethedirectdistanceandthensetupacircuitousrouteandmeasure.

• Childrenwilllearnthattheindirectroutemaybedouble(orevenmorethandouble)thanthedirectroute.

• Estimateanswerandusecalculatortocheck.Howclosewastheestimate?


Objectives Tick Date• Estimate,compare,measureandrecordlengthsofawidevarietyofobjectsusingappropriatemetricunitsandselectingsuitableinstrumentsofmeasurement.

• Renameunitsoflengthindecimalform.

• Solveandcompletepracticaltasksandproblemsinvolvingtheaddition,subtraction,multiplicationandsimpledivisionofunitsoflength(m,cmandkm).

• Developandrecallmultiplicationfactswithin100.

• Multiplya2-digitora3-digitnumberbya2-digitnumber.

• Solveandcompletepracticaltasksandproblemsinvolvingmultiplicationofwholenumbers.


Use of the environmentCanyoufindanyexampleoflongmultiplicationaroundus?Mumpaidfor14litresofmilkat€1.60perlitre,theschoolbuscarried35pupilstwiceadayfor15days,thehurlingblitzhad18squadsof15players,Dadwonahamperofteabags–25boxeswith80teabagsperbox,alightbulbuses18wattsofpowereveryhour–howmanywattsin35hours?

Estimation/Problem solving• Nominatesomeitemsintheclassroomandaskthechildrentoestimatewhethertheitemis<1m,about1mor>1m.Measure.

Mathematical language, and talk and discussion• Centimetre,meter,kilometre

• Multiply,addthesamenumberlotsoftimes

Suggested Fortnightly Plan 8 - Topic 15 & 16Strands• Number

• Data

Strand units• Fractions

• Chance

Objectives Tick Date• Calculateafractionofasetusingconcretematerials.

• Calculateanumber,givenamultiplefractionofthenumber.

• Express1numberasafractionofanothernumber.

• Solveandcompletepracticaltasksandproblemsinvolvingfractions.

• Usevocabularyofuncertaintyandchance:chance,likely,unlikely,never,definitely.

• Ordereventsintermsoflikelihoodofoccurrence.

• Identifyandrecordoutcomesofsimplerandomprocesses.

Fortnight 8

Skills and concepts• Communicatingandexpressing

• Reasoning

Estimation/Problem solving• Place12cubesinabagusing3differentcolours.Drawacubeatrandomandhavethechildrenrecorditscolour.Replace.Drawagain.Repeat24times.Tellthechildrenthatthereare12cubesinthebag.Theyhavetoestimatehowmanyofeachcolour.

Resources• Activitycubes,counters

• Dice,cubesofdifferentcolours,bag,squaredpaper,deckofplayingcards





Integration• SPHESocialskills

• SESEScience


Higher attainers:1.Inagameofrock,paperscissorsplayed20times,howmanydrawsarelikelytooccur?(i.e.whenbothplayerschoosethesameitem).Carryoutanexperiment:recordthenumberofdraws.2.Anaeroplanehas20rowsofseatswith6seatsineachrow,3oneachsideoftheaisle(labelledABCDEF).Howmanyseatsareontheplane?Whatistheprobabilityofbeinginrow1?WhatisthechanceofgettingaseatlabelledA?Whatistheprobabilityofgettingawindowseat?

Use of the environmentOurlivesaremadeeasierbybeingabletopredict(mostofthetime!)whatwillhappeninagivensetofcircumstances.Wecanpredictwhatislikelytohappenathomethisafternoon/evening:WhatisthefirstthingIwilldowhenIarrivehome?What’sfordinnertonight?HowlongwillIspendathomework?Whowillwashthedishes/loadthedishwasherthisevening?WhatwillIdostraightafterdinner?AtwhattimewillIgotobed?

Concrete activitiesRealunderstandingofthistopicwillbenefitgreatlyfromapracticalapproach.• Distributelotsofcounters(buttons,matchsticks,cubes,etc.)andaskthestudentstoformabundleofe.g.24.Forexample:Dividethisintosixths.Howmanyareinfive-sixths?

• Similarlyaskthechildrentoputcounters,e.g.8counters,infrontofthemandtellthemthisisone-quarterofthefullamount.Howmanycountersmake1?

• Askthechildrentoplace15countersinabag.Pickoneout.Replace.Pickagain.Repeat20times.Recordresultsonatallychart.


• Numerator,denominator

• Predict,random,likely,unlikely,definitely




• Decimals

Objectives Tick Date• Developandrecalldivisionfactswithin100.

• Dividea3-digitnumberbya1-digitnumberwithoutandwithremainders.


• Solveandcompletepracticaltasksandproblemsinvolvingdivisionofwholenumbers.

• Addandsubtractwholenumbersanddecimalsupto2places.

• Multiplyanddivideadecimalnumberupto2placesbyasingle-digitwholenumber.

• Solveproblemsinvolvingdecimals.

Fortnight 9

Skills and concepts• Applyingandproblem-solving • Understandingandrecalling • Integratingandconnecting

Estimation/Problem solving• Estimatetheanswertoashortdivisionquestione.g.463÷8roundthedividendtothenearest10:460,findthemultipleof8nearesttothe46:48,48÷8=6,thereforeasensibleestimateis60.

Resources• Calculator





Integration• SPHESocialskills

• SESEScience


Higher attainers: 1.Askchildrentochecktheiranswersbyreversingtheoperation,e.g.theyfindthat395÷5=79,now5x79confirmsthattheansweriscorrect.2.Toreinforceunderstandingofdecimals,moreablestudentsmightbegiventhetaskofmakingupquestionsthatwillyieldthefollowinganswers:(a)4.3litres(b)2.8kilograms(c)3.12kmMathematical language, and talk and discussion

• Remainder

• Deposit,balance


Use of the environmentFindthepriceof1litreoffuelforacarandmultiplytofindthecostof6litres.Findthepriceof1litreofmilkandmultiplytofindthecostof6litres.Findthepriceof1litreofbottledwaterandmultiplytofindthecostof6litres.

Concrete activitiesTarget board activity (Division)Therearemanyquestionsyoumightask: 1. 48÷4(12)2. 82÷7(11r5)3. 1

6of66(11)

Target board activity (Decimals) 1. Whichnumberinthetoprowhasthegreatestvalue?2. Whichnumberinthetoprowhastheleastvalue?3. Whichnumbersinthetoprowhavethesamevalue?4. Whichdecimalisthesameas 1

100?(d)€5.55(e)2.14seconds


Resources• Differentinstrumentsforweighing,differentobjectstoweigh

• Squaredpaper,artmaterialsfortessellating


Assessment• Teacherobservation• Pupilparticipation



• SPHE

• Visualarts


Higher attainers:1.Investigateweightofpre-packagedgroceries:Collectfoodpackages,boxesandwrappersandlocatetheweightoftheproduct.2.Drawastarburstandcolourit.3.Examineshapessuchasthetrapezium.

Concrete activities• Afunwaytoseeallregularpolygonsistotape2mirrorstogethersothattheycanopenandshutlikeabook.Drawastraightlineonapieceofpaperandpositionthemirrors,openat120oangle,sothatthereflectionscanbeseen.Asyouslowlyclosethemirrors,youwillseealltheregularpolygons(equilateraltriangle,square,pentagon,hexagon).

• Givestudentsfiveobjects.Havethemputtheminorderfromheaviesttolightest.Thenhavethemweighitemstoverify.

Objectives Tick Date• Estimate,compare,measureandrecordtheweightofawidevarietyofobjectsusingappropriatemetricunits(kg,g)andselectingsuitableinstrumentsofmeasurement.

• Renameunitsofweightinkgandg.

• Renameunitsofweightusingdecimalorfractionform.

• Solveandcompletepracticalandproblemsinvolvingtheaddition,subtraction,multiplicationanddivisionofunitsofweight(kgandg).

• Identify,describeandclassify2Dshapes:equilateral,isoscelesandscalenetriangles,parallelogram,rhombus,pentagon,octagon.

• Explore,describeandcomparetheproperties(sides,angles,parallelandnon-parallellines)of2Dshapes.

• Constructanddraw2Dshapes.

• Combine,tessellateandmakepatternswith2Dshapes.

• Identifytheuseof2Dshapesintheenvironment.

• Solveandcompletepracticaltasksandproblemsinvolving2Dshapes.

Strands• Measures

• ShapeandSpace

Strand units• Weight

• 2DShapes

Use of the environment2Dshapetreasurehunt.Lookforunusualexamplesof2Dshapes:mirrorintheshapeofahexagon,squareclockface,triangularwindowpane,octagonalcoasterforatable,oval-shapedtablecover,unusualcutoutsinphotoframes,squarelightswitches,dowindscreenwipersdescribeasemi-circlewhentheyoperate?


• Grams,kilograms,estimate

• Equilateraltriangle,isoscelestriangle,scalenetriangle,parallelogram,rhombus,pentagon,octagon,tessellate

Skills and concepts• Applyingandproblem-solving


• Implementing


Estimation/Problem solvingPassitemsofvaryingweightsaroundtheclassallowingthepupilstofeelandestimatetheirweight.Also,passsomethingaroundwhichisknowntoweigh1kgtogivethechildrenabenchmarkagainstwhichtoestimatetheweightsofotherthings.


Fortnight 1

Resources

Suggested Fortnightly Plan 11 - Topic 21 & 22Strands• Algebra

• Measures

Strand units• NumberPatternsandSequences

• Length

Fortnight 11

Resources• 100numbersquares,thingsthatcanbeusedtomakepatterns

• Atrundlewheel






• PE


Higher attainers: Moreablechildrenshouldbeabletoworkoutthelengthofarectangleifgiventheperimeterandthewidth.Allowthemtoexplorethistask.

Skills and concepts:• Reasoning

• Implementing



Estimation/Problem solving:Childrenoftenconfuseareawithperimeter.Emphasisethatperimeterisameasureoflengthandisalwaysmeasuredincm,morkm.

Mathematical language, and talk and discussion • Term,multiple,odd,even

• Perimeter,formula


Objectives Tick Date• Explore,recogniseandrecordpatternsinnumber,0–9999.

• Explore,extendanddescribesequences.

• Usepatternsasanaidinthememorisationofnumberfacts.

• Understandestimateandmeasuretheperimeterofregular2Dshapes.

Use of the environmentWhichroominyourhousehasthegreatestperimeter?Whatisoftenfoundallalongthebottomofthewallsinaroom,exceptwheretherearedoors?(skirtingboards)Doesthefloorofaroomhavethesameperimeterastheceilingofthesameroom?Iftherearegardensoutsideyourhouse,whichone,frontorback,hasthegreaterperimeter?

Concrete activities• Findanddescribepatternsinphotographs.Isthepatternrepeated?Wheremightyouseesuchapattern?Isthepatternattractive?Howmightacreatureuseapatterntoattractorrepelothercreatures?Howmightapatternhelptodisguise(camouflage)acreature?Canyouthinkofotherexamplesofpatternsinnatureorintheworldaroundyou?

• Physicalactivitiesinvolvingperimetermightbecarriedout:Walkingaroundtheperimeterofthehall,runningtheperimeteroftheplayingfield,measuringtheperimeteroftheclassroom,estimatingtheperimeterofadesktop.

Suggested Fortnightly Plan 12 - Topic 23 & 24Strand• Measures

Strand units• Area

• Time

Fortnight 12

Skills and concepts• Implementing




Resources• Squaredcentimetrepaper,rulersandmetresticks

• Clocksandothertimepieces,timetablesandschedules(bus,cinema,TV,etc.)


Assessment

• Teacherobservation



Integration• SESEGeography

• PE


Higher attainers:Childrenwhorealisethatlxw=a,maybegivenlessconcretetasks.Findtheareaofarectanglewhoselengthis12cmandwidthis8cm,etc.Furthertothis,somechildrenmaybeabletoworkoutthewidthwhengiventhelengthandarea.

Estimation/Problem solvingManypupilswillrealisethatinfindingtheareaofarectanglethereisashortcut:multiplythenumberofrowsbythenumberofsquaresineachormultiplythenumberofcolumnsbythenumberofsquaresineach(lxw).

Mathematical language, and talk and discussion • Length,width,breadth

• Unitsofareaarecorrectlynamedsquarecentimetresandsquaremetres.Havethechildrenformthehabitofsayingthesecorrectly.Theyarenotcentimetressquare(d)ormetressquare(d).Ifaroomisdescribedas5metressquare,itisintheshapeofasquareandhasanareaof25squaremetres.

• Arrivaltime,departuretime,outward,homeward

Objectives Tick Date• Estimate,compareandmeasuretheareaofregularandirregularshapes.

• Solveandcompletepracticaltasksandproblemsinvolvingtheadditionofhoursandminutes.

Concrete activities• Workwithrealtimetables.Usetheinternettolocateschedulesoraskthechildrentobringtimetablesintoschool.Discusstermssuchas‘arr.’and‘dep.’.LookatthingssuchastimetakenonTVforadbreaks,scheduledstopsonbusandtraintimetables,reliabilityoftimetablesandwhathappensintheeventofsomethinggoingwrong.

• Makeaclasstimetable.Whatsubjectsareusuallycoveredfirstthinginthemorning?Howlongdowespendatmathseveryday?Whenisthefirstbreak?Isthetimetablethesameeveryday?Whichsubjectsarecoveredeveryday?Whichday’stimetabledoyoulikebest?

• Drawirregularshapesonsquarepaper.Calculateareabycountingsquares.


Resources

Suggested Fortnightly Plan 13 - Topic 25 & 26Strands• Number

• Measures


• Capacity

Fortnight 13

Skills and concepts:• Applyingandproblem-solving • Communicatingandexpressing • Implementing

Resources• 3x3grids

• Standardmeasuringcontainers






• SESEGeography


Higher attainers:1.BeattheCalculator(agamefor3players).2.Givechildren2imaginarycontainersandaskthemtolistthequantitiestheycouldcorrectlymeasure.Thecontainersshouldonlymeasurefulllitrequantities.Forexample,supposeyouhavea2-litreanda5-litrecontainer.Youcouldmeasure:2¬,4¬,6¬,8¬,10¬,etc.(i.e.2+2).


Objectives Tick Date• Addandsubtractwithoutandwithrenaming,within9999.

• Knowandrecalladditionandsubtractionfacts.

• Solvewordproblemsinvolvingadditionandsubtraction.

• Multiplya2-digitor3-digitnumberbya1-digitor2-digitnumber.

• Dividea3-digitnumberbya1-digitnumberwithoutandwithremainders.

• Estimate,compare,measureandrecordcapacityusingappropriatemetricunits(¬,m¬)andselectinstrumentsofmeasurement.

• Renameunitsofcapacityin¬andm¬.

• Renameunitsofcapacityusingdecimalandfractionform.

• Solveandcompletepracticaltasksandproblemsinvolvingtheaddition,subtraction,multiplicationandsimpledivisionofunitsofcapacity(¬andm¬).

Use of the environmentAskGranorGrandadfortheirfavouritesumfromtheirschooldaysandseeifyoucanfigureouttheanswer.Tellthemnottomakeittoohard–remindthemthatyou’reonly10.

Concrete activities

Underpinworkinvolvingoperationsoncapacitywithreal-lifeaction.Howmuchwaterwillwehaveifwepour0.7litresontopofthe0.8litres.

Mathematical language and talk and discussion • Sum,difference,product

• Liquid,litre,millilitres

Estimation/Problem solving• Opportunitiestomeasurequantitiesofwater.Itisthroughhands-onmeasuringthatpupilsbecometrulyfamiliarwithcapacity.Thisexperienceisofhugevalueinproblemsolvinginhelpingthemtorecognisethatananswermightbe‘ridiculous’.

• Estimatinggames

Suggested Fortnightly Plan 14 - Topic 27 & 28Strands• All

• ShapeandSpace

Strand units• All

• 3DShapes

Objectives Tick Date• Developchildren’sproblem-solvingstrategies.

• Identify,describeandclassify3Dshapes,includingcube,cuboid,cylinder,cone,sphere,triangularprismandpyramid.

• Establishandappreciatethatwhenprismsareslicedthrough(inthesamedirection)eachfaceisequalinshapeandsize.

• Exploreanddescribetherelationshipof3Dshapeswithconstituent2Dshapes.

• Construct3Dshapes.

• Solveandcompletepracticaltasksandproblemsinvolving3Dshapes.

Fortnight 14

Resources• Countersortokens

• Modelsorexamplesof3Dshapes,cardfornets

• FolensPlanetmathsonlineactivities




Integration• Problemsolvingintegrateswithmanyelementsoftheschoolcurriculumandofcoursewithreal-lifeissuesthatariseintheclassroomandathome

• Visualarts

DifferentiationLower attainers: Separateactivitysheet.

Higher attainers: Visualanalogies.Designvisualanalogies.Howcylinders(treetrunks)wereusedlongagototransportveryheavyobjectsbeforethewheelandaxlewereinvented.Theycouldalsoexaminethewedgeanditsuses.Awedgehas5faces,9edgesand6vertices.

Estimation/Problem solvingOneelegantandveryusefulproblem-solvingstrategyistosimplifytheproblembymakingthenumbersmoremanageable.Avoidbeingmesmerisedbylargenumbers.Problemsolvingrequiresfiguringoutwhichoperation(+,-,x,÷)oroperationstouseandinwhichorder.Thisdecisioniseasiestwhennumbersaresmall.

Use of the environmentFindapuzzle:Mosthomeshaveawealthofmathsandlogicproblemsandpuzzlesinbooks,magazines,gamesconsoles,onlineandofcourseintheheadsofparents,siblingsandotherrelations.Askthechildrentofindapuzzleortaskthatrequireslogictosolvebuttheymustunderstanditandbeabletoexplaintheanswer.

Concrete activities• Makeshapesfromcubes,countingthenumberofcubesused.Iftheshapesmadearecuboids,wecanexaminetheirfeatures,suchas:Howmanycubesineachrow?Howmanycubeswideistheshape?Howmanycubeshighistheshape?

• Creating3Dshapesfromnetsisafunactivityandcoulddoubleasanartlesson.Usecardifpossible.Somenetshavetabstomakethemeasiertotapetogether.

Mathematical language, and talk and discussion• Sum,difference,product

• Cube,cuboid,cone,cylinder,sphere,prism,pyramid




• Reasoning

• Implementing




Resources

Suggested Fortnightly Plan 15 - Topic 29 & 30Strands• Algebra

• All

Strand units• NumberSentences

• All

Fortnight 15




• Reasoning

• Implementing


Estimation/Problem solvingMathsisnotonlyaboutnumberoperations.Lookat2Dand3Dshapes,estimatingandmeasuring,waysofcollectinganddisplayingdata,chance,patterns,etc.

Mathematical language, and talk and discussion • Maximum,minimum

• Trail,buyonline


Objectives Tick Date• Translateadditionorsubtractionmultiplicationordivisionnumbersentenceswithaframeintoawordproblem(framenotininitialposition).

• Translatea1-stepwordproblemintoanumbersentence.

• Solve1-stepnumbersentences.

• Developchildren’sproblem-solvingstrategies.

Use of the environmentPlanamathstrail:Itmightbeconfinedtotheschoolpremisesorcouldventureintothewidercommunity.Certainlytheurbanlandscapeprovidesmorescopethantherural.

Concrete activitiesUseascalebalancetodemonstrateequality.Whateveractionhappenstoonesideofthebalance,thesamemusthappentotheotheriftheyaretoremainbalanced.Thesameprincipleappliestonumbersentences.

Resources• Dice,dicewithoperationssigns

• Catalogues,schedules,flyers,trundlewheel




Integration• English • Maths

• Music

DifferentiationLower attainers: Separateactivitysheet.

Higher attainers:1.Make1-stepand2-stepnumbersentencesinwhichtheoperatorismissing.Partnersthenhavetosolvebyfindingthecorrectoperator(s).2.Designamathsmagazinefrontpageliketheoneinthisunittoincludemathstrivia,puzzles,information,strangephotographs,bizarrestoriesthathaveanumberelement,interestingproblems,etc.

Documents

Assessment Estimation/Problem solving Integrationplanetmaths.folensonline.ie/teachers/4th/7954_PM2012TRB_4th... · Suggested ortnightl Plan 1 Topic 1 2 ortnight 1 Resources Suggested