Term 3 Week 9
Term 3 Week 9
Term 3
Wk 9
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10 min whole number counting forwards or backwards by ones, from a given two-digit number identifying the number before and after a given two-digit number counting forwards and backwards by twos, fives and tens counting forwards and backwards by tens, on and off the decade
10 min whole number counting forwards or backwards by ones, from a given two-digit number identifying the number before and after a given two-digit number counting forwards and backwards by twos, fives and tens counting forwards and backwards by tens, on and off the decade
Modelled/Explicit Teaching: Shadows Students work in groups of three or four to trace the outline of each others shadow on the playground using chalk. The teacher provides students with different-sized lids. Each group selects a lid to trace around. Students are asked to cover each shadow with outlines of their lid to find the area. eg The area of my shadow is about 14 ice cream lids. Students compare the area of their shadow with those of others and discuss whose shadow has the biggest/smallest area. Possible questions include: . Did your lid-shape leave gaps? . Is there a shape that would have been better to use? Why? Whole Class Reflection/Evaluation:
Modelled/Explicit Teaching: Rectangles Students are given 12 square tiles. They create a rectangle with an area of 12 tiles. Students draw their rectangles on grid paper then rearrange the tiles to create as many different shapes as they can, with the area remaining unchanged. They record them on grid paper. Students discuss strategies used to create their shapes. Extension: Students create further shapes, selecting different units to measure = 1 area, and record them on grid paper eg = 1 unit, about the number of units needed to cover their shapes.
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