Selection of Lesson Plans

1
Lesson Plan Year 3 Oral/Mental Starter

• LEARNING OBJECTIVE
• Count in steps of different sizes
• ACTIVITY
• Use counting stick to count in ones, continue by
  hiccup counting and asking questions quickly
  progress onto counting in 2s and 4s in the same
  way. Reinforce link between the 2x and 4x
  tables.
• VOCABULARY RESOURCES
• Empty number line, count on, count back
  Counting stick

Main Teaching Activity

• LEARNING OBJECTIVES
• Use informal pencil and paper methods to support,
  record or explain subtractions
• Identify pairs of numbers which total 100
• TEACHER WILL
• Share objectives and look at the key vocabulary.
  Show sunflower, ask children to estimate the
  height. Measure and illustrate with
  100cm-6cm94cm. Discuss how it is useful to work
  to the nearest multiple of 10, count on or back
  in 10s if necessary. Ask children to illustrate
  100-45 and compare answers. Try other examples
  as necessary with children using the board to
  illustrate their methods.
• PUPILS WILL
• Work in pairs take turns to pick a 2-digit
  number from the list. Both children draw a
  number line, place the number and work out the
  difference between it and 100. The answer is
  then covered. Differentiated sheets and
  pre-drawn number lines available as appropriate
• VOCABULARY RESOURCES
• Total, sum. Subtract, difference, compare
  94cm homemade sunflower, numbers sheet,
  number line sheet

Plenary
Use OHT to play four-in-a-row game OHT of
worksheet target board
2
How many more do I need to make 100? Choose a
number from this list and pair it with a number
from the grid to make exactly 100 25, 50, 30,
15, 5, 90, 35, 75, 45, 60, 65, 40
95
40
55
60
65
35
3
How many more do I need to make 100? Choose a
number from this list and pair it with a number
from the grid to make exactly 100 23, 51, 32,
15, 5, 81, 35, 76, 45, 61, 64, 48
95
39
55
68
65
36
4
Lesson Plan Year 3 Oral/Mental Starter

• LEARNING OBJECTIVE
• Use mental calculation strategies for addition
  and subtraction to solve problems involving
  money.
• ACTIVITY
• Use the counting stick to count in coins of 2p,
  5p, 10p, 20p,50p
• VOCABULARY RESOURCES
• Count on, count back
  Counting stick

Main Teaching Activity

• LEARNING OBJECTIVES
• Find totals, give change, work out which coins to
  pay. Understand and use and p notation
• TEACHER WILL
• Share objectives and look at the key vocabulary.
  Explain the focus of the lesson, scenario you
  have been asked to go to the shop to buy two
  thingsturn over two cards and work out the cost
  (this could be done on the OHT). Discuss the
  type of calculation used and how we write it
  using and p notation.
• PUPILS WILL
• Work in pairs on the activity recording the
  answers. Differentiated activity sheets add 2
  amounts, add 2 amounts and work out change, add 3
  amounts and/or work out change.
• VOCABULARY RESOURCES
• Pound/pence, buy, change, cost, total
  sets of cards, money amounts

Plenary
Allow time for the children to feed-back
illustrating methods used Revise and pence
notation focusing specifically on 1.05 Play we
havewho has loop game
5
Lesson Plan Year 3 Oral/Mental Starter

• LEARNING OBJECTIVE
• Use mental calculation strategies for addition
  and subtraction to solve problems involving
  money.
• ACTIVITY
• Use the counting stick to count in coins of 2p,
  5p, 10p, 20p,50p
• VOCABULARY RESOURCES
• Count on, count back
  Counting stick

Main Teaching Activity

• LEARNING OBJECTIVES
• Find totals, give change, work out which coins to
  pay. Understand and use and p notation
• TEACHER WILL
• Share objectives and look at the key vocabulary.
  Explain the focus of the lesson, scenario you
  have been asked to go to the shop to buy two
  thingsturn over two cards and work out the cost
  (this could be done on the OHT). Discuss the
  type of calculation used and how we write it
  using and p notation.
• PUPILS WILL
• Work in pairs on the activity recording the
  answers. Differentiated activity sheets add 2
  amounts, add 2 amounts and work out change, add 3
  amounts and/or work out change.
• VOCABULARY RESOURCES
• Pound/pence, buy, change, cost, total
  sets of cards, money amounts

Plenary
Allow time for the children to feed-back
illustrating methods used Revise and pence
notation focusing specifically on 1.05 Play we
havewho has loop game
6
Lesson Plan Year 3/4 Oral/Mental Starter

• LEARNING OBJECTIVE
• Reinforce operations of addition and subtraction
• ACTIVITY
• Quick questions addition and subtraction of 2
  digit numbers. Ask for vocabulary associates
  with and and write these on the board
• VOCABULARY RESOURCES
• Addition, subtraction
  classroom board

Main Teaching Activity

• LEARNING OBJECTIVES
• Choose and use appropriate number operations and
  appropriate ways of calculating to solve
  problems.
• Use and to solve word problems involving
  numbers in real life.
• TEACHER WILL
• Share objectives and look at the key vocabulary.
  Model problem solving format using OHT. Discuss
  decisions needed to be made and how to make them.
  Relate to vocabulary and discuss calculation
  strategies. Work through a class example.
• PUPILS WILL
• Work either individually or in pairs to solve
  given word problems.
• VOCABULARY RESOURCES
• How many/much..? Difference, total OHP
  transparencies of problem solving format
  and worksheets

Plenary
Allow time for pairs of children to feed-back
illustrating how they solved a particular problem
on the OHT discussing alternative
strategies. Discuss any other strategies and ask
if the format has helped to solve word
problems Homework Write a word problem based on
38 26 64
7
Lesson Plan Year 4 Oral/Mental Starter

• LEARNING OBJECTIVE
• Practice mental imagery
• Consolidate knowledge of place value
• ACTIVITY
• Maths is amazing! Questions and mental imagery
  examples
• VOCABULARY RESOURCES
• Add, subtract, divide, multiply, double
  Question sheet and activities
  attached

Main Teaching Activity

• LEARNING OBJECTIVES
• Use symbols correctly including less than (greater than () and equals ()
• TEACHER WILL
• Share objectives and look at the key vocabulary.
  Ask for numbers that are greater than or less
  than given examples. Show how to write these on
  the board using the symbols. Explain the game.
• PUPILS WILL
• In pairs, play the game More or Less the aim
  being to create true number sentences. Have two
  sets of digit cards 1 9 face up on the table.
  Take it in turns to choose a card and place it
  anywhere on the board.
• Whole class to play on boards with 3 digit
  numbers to get used to the game.
• Now turn digits face down and continue as above
  making 4 digit numbers this time. Once a digit
  card has been placed on the grid it can not be
  moved. Children will read the number sentences
  and decide which are true and which are not.
• VOCABULARY RESOURCES
• More than, bigger, greater than, less than,
  smaller Sets of baseboards, digit cards and
  paper for recording

Plenary
Extend to consider three numbers in a number
sentence using symbols 10910698 ask the
children to complete 1186 compare the last 4 digits of your phone number
and see if that number is greater or less than
the last 4 digits of your grans/friends/school
number. Practice writing it as a number sentence.
8

• Maths is amazing
• Think of a number
• Add 6
• Double the result
• Subtract 4
• Divide by 2
• Subtract the number you first thought of
• Whats your answer?
• Think of a number
• Add 4
• Double the result
• Take away 6
• Halve the result
• Subtract the number you first thought of
• Whats your answer?

9
Lesson Plan Year 4 Oral/Mental Starter

• LEARNING OBJECTIVE
• Count in 2s, 4s, 5s, 3s and 10s
• ACTIVITY
• Count in multiples of 2,4,5,3,10. Identify
  different multiples when jumping about the stick
• VOCABULARY RESOURCES
• Count on fromto, count back fromto
  Counting Stick

Main Teaching Activity

• LEARNING OBJECTIVES
• To understand the commutative law of
  multiplication
• To find multiples, factors of a given number,
  recognising when a number is prime
• TEACHER WILL
• Ask the whole class to work in pairs, take 24
  cubes and join them to form a rectangle.
  Children describe the rectangle they have made
  and teacher records on the board. Show a
  rectangle 4 x 6 how many ways could this be
  defined? Define multiple and factor (Factors are
  4 and 6, multiple of each factor is 24)
• PUPILS WILL
• Group 1 (Easier) How many different rectangles
  can you make using 24 cubes? Find a way to
  record all the rectangles you have made.
• Group 2 (Harder) As above but also make a table
  of results. Why is there no shape of 5 rows?
  Try the same activity with 30 cubes.
• Group 3 (Hardest) Find all the numbers between 1
  and 30 which only have 2 factors, i.e. will only
  make 2 rectangles. Plan how you will do it.
  Explain your method (for the plenary)
• VOCABULARY RESOURCES
• Multiple, factor, prime number , rows, columns
  Multilink, squared paper, paper for jotting

Plenary
Discuss with the children what they have learned.
Choose a couple of pupils to talk through their
work from Group 3. Define a prime number. Recap
commutative properties (3x4 4x3)
10
Lesson Plan Year 4/5/6 Oral/Mental Starter

• LEARNING OBJECTIVE
• Know what each digit represents in a number with
  up to two decimal places
• ACTIVITY
• Remind children of decimal notation. Write a
  number larger than 5 but smaller than 6. Whos
  got the largest/smallest number? Write a number
  that has 2 decimal placeswrite the number which
  is double 2.5. Work with the blank counting
  stick on a range of numbers 2 to 3 working in 1dp
  then 2dp repeat with numbers 0 to 1
• VOCABULARY RESOURCES
• Digit, represents, decimal place
  Counting Stick, paper or wipe off boards

Main Teaching Activity

• LEARNING OBJECTIVES
• Use decimal notation for tenths and hundredths
• Order a set of numbers or measures with the same
  number of decimal places
• TEACHER WILL
• Refer to objectives and discuss vocabulary of
  ascending order, descending order.
• PUPILS WILL
• Throw 2 dice 5 times and write down a decimal
  such as 3.4 (1dp) each time. The pupils then
  pair off and order their set of decimals in
  ascending order. Once completed and recorded the
  pupils repeat the exercise using 3 dice in pairs
  to generate numbers to 2dp.
• With teacher support a group will order amounts
  of money and measures in a given order up to 3dp.
• VOCABULARY RESOURCES
• decimal place, decimal point, tenths, hundredths
  dice (or you could use spinners), decimal
  place value board for those
  requiring support

Plenary
Review work with pupils. What did they find
hard? Have they met the objective of the
lesson? Revisit the work with the counting stick
this time working in descending order!
11
Lesson Plan Year 5 Oral/Mental Starter

• LEARNING OBJECTIVE
• Use all four operations to solve simple problems
• Recognise and explain patterns and relationships,
  generalise and predict
• ACTIVITY
• Play the loop card game, once as a practice and
  the second time as a time challenge! Will they
  be quicker when we play it in the plenary?
• VOCABULARY RESOURCES
• Loop card game

Main Teaching Activity

• LEARNING OBJECTIVES
• Relate fractions to division and find simple
  fractions of numbers
• Use a calculator effectively to convert fractions
  to decimals
• TEACHER WILL
• Refer to the objectives and vocabulary
  emphasising denominator and numerator. Order a
  set of fractions using a number line or washing
  line ask the pupils for their decimal
  equivalents. Are there some they dont know?
  Demonstrate how to convert a fraction to a
  decimal using a calculator (an OHP one if you are
  lucky enough to have one is brilliant for this!)
• PUPILS WILL
• Play the fractions and decimal game using digit
  cards recording their answers on a number line.
  Extend by asking the pupils to use the larger
  number as the numerator (creating improper
  fractions) and marking their results on a 1 20
  number line.
• VOCABULARY RESOURCES
• Fraction, decimal fraction, numerator,
  calculator (OHP calculator if you have one),
  digit
• Equivalent, reduced cards, number line
  or washing line, worksheet

Plenary
Reflect on work completed Can anyone give you a
fraction and its equivalent decimal fraction?
Record them on the board. Play the loop game
are they quicker than at the start?
12
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14
Fractions and Decimal Game

• A game for 2 players
• You will need two packs of number cards (1-20)
  shuffled!
• Take it in turns to turn over a card from each
  pile and make a fraction with the cards. The
  larger number is the denominator and the smaller
  number is the numerator.
• Use a calculator to convert a fraction to a
  decimal.
• Mark the fraction and the equivalent decimal on
  the number line

0.75
15
0
1
20

• Repeat until all the cards have been used up
• Use the space below to draw your own number line.
  Play the game again.

15
Lesson Plan Year 5 Oral/Mental Starter

• LEARNING OBJECTIVE
• Practice multiplication facts
• ACTIVITY
• Count in 2s on/back using a counting stick.
  Pupil write sequence on board. Count in 4s and
  repeat. Hiccup counting. Pupils work out 8s by
  doubling 2nd row, repeat for 16 x table
• VOCABULARY RESOURCES
• Method, double, halve, multiple Counting
  Stick

Main Teaching Activity

• LEARNING OBJECTIVES
• Doubling the most significant digit first when
  doubling mentally
• Develop pencil and paper methods to record
  multiplication
• TEACHER WILL
• Recap doubles of multiples of 10 and 2-digits
  with no carrying (eg. 43). Model doubling 47,
  96, 356
• Write up 57 x 21 double 57 repeatedly
• 57 x 1 57
• 57 x 2 114
• 57 x 4 228
• 57 x 8 456
• 57 x 16 912
• PUPILS WILL
• Try 24 x 12, 36 x 15, 75 x 36, 22 x 44, 84 x 73
• VOCABULARY RESOURCES
• Multiply, multiple, product

Add 912 228 57 1197 Children try 48 x 36
Plenary
Discuss doubling. Could they teach it to anyone
else? Double round the class, start with single
digit how far can they go?
16
Lesson Plan Year 5/6 Oral/Mental Starter

• LEARNING OBJECTIVE
• Practice working with positive and negative
  numbers
• ACTIVITY
• Work with the counting stick held horizontally
  and vertically for positive and negative numbers.
• VOCABULARY RESOURCES
• Count on/back, whats.
  Counting Stick

Main Teaching Activity

• LEARNING OBJECTIVES
• Read and plot co-ordinates in all four quadrants
• TEACHER WILL
• Communicate objectives and discuss vocabulary.
  Use a pair of counting sticks to simulate axes
  and then transfer to a board. Talk about naming
  of axes and talk about plotting of points (x,y)
  from first stages into 4 quadrants. Introduce
  idea of plot and join. NB Questions require
  axes from 1 to 5
• PUPILS WILL
• Work with the worksheet with plotting activities.
  
• VOCABULARY RESOURCES
• x and y axis, quadrant, parallel, perpendicular,
  plot 2 counting sticks, blue and red crayons

Plenary
Recap key facts numbering and naming of axes,
plotting points, points on the axes
themselves Try plotting (using OHT grid) one of
the shapes that the children have developed.
17
What's the Shape?
y
5

• Draw your axes from 1 to 5 and label them x and
  y
• Plot and join (-1, 1), (2, 1), (2, 4), (-1, 4),
  (-1, 1)
• What can you see? Write the name of the shape.

x
-1
5
-1

• Draw another pair of axes from 1 to 5 and label
  them x and y
• Plot and join (2, -1), (-1, -1), (2, 5), (5, 5),
  (2, -1)
• What can you see? Write the name of the shape.

Make up your own shape. Draw it in any quadrant.
Write the co-ordinates of its vertices in the
space below.
18
Lesson Plan Year 6 Oral/Mental Starter

• LEARNING OBJECTIVE
• Use known number facts and place value for mental
  addition
• ACTIVITY
• Write 40 and 18 and ? on the board. Ask the
  pupils to find as many addition and subtraction
  sentences as possible e.g. 40 18 58 18 40
  58 58 18 40 40 18 22
• Given 119, 145, 195, 219, 235, 265 Which pairs
  of numbers have a total close to 350? Difference
  close to 75? Pupils explain the strategy they
  have used to their partner.
• VOCABULARY RESOURCES
• Addition, subtraction, total, difference

Main Teaching Activity

• LEARNING OBJECTIVES
• Interpret data on line graphs
• TEACHER WILL
• Review objectives and vocabulary. Discuss that a
  line graph tells a story. Show graph on OHT
  concealing the axis. What could the graph be
  about? Reveal the title and then the axis tell
  your next door neighbour the story of the graph.
  Ask the pupils what the important features of the
  graph are. Look at the second graph together
  going through the same process.
• PUPILS WILL
• Working individually using a basic layout
  children draw their own mood graphs for yesterday
  writing the story of the graph on the back. Some
  pupils could then work together to draw a graph
  of hunger.
• VOCABULARY RESOURCES
• Axis, title, graph,labels, line graph
  Sheets and OHT graphs or enlarged copies

Plenary
Pupils quickly explain their work to discuss
graphs and possible interpretations. Ask if the
graph would have been the same for Saturday or
Sunday. Recap important/essential features.
Look at the pocket money graph together and
repeat process as per the whole class work at the
beginning of main teaching activity. Refer to
the objective of the lesson have we achieved
this?
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Lesson Plan Year Oral/Mental Starter
Main Teaching Activity
LEARNING OBJECTIVES TEACHER WILL PUPILS
WILL VOCABULARY RESOURCES
Plenary