Year 5 Mental Calculation Session 2 Teaching Sequence

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Year 5Mental CalculationSession 2Teaching
Sequence
2
Progression from Year 4 to Year 5

• Use the tracking poster to compare the objectives
  for the strands counting and understanding
  number, knowing and using number facts in the
  Foundation Stage and Year 1.
• What are the main differences?

What knowledge, skills and understanding would we
expect children to have at the start of Year 5
that would help them to lay foundations for
mental calculation ?
3
Year 4 to Year 5

• Apply their knowledge of two digit calculation to
  decimals
• Recall multiplication facts quickly
• Multiply decimals by 10, 100 or 1000
• Deriving all addition and subtraction facts for
  each number up to 20
• Derive and recall multiplication facts for the
  3,4 and 6 tables and the related division facts
• Use knowledge of inverses to estimate and check
  answers
• Add or subtract combinations of two digit numbers
• Multiply one and two digit numbers by ten

4
Discussion

• How could the use of Prior learning prompts be
  built into the teaching and learning cycle?

5
Planning cycle
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Key messages for Planning

• Use unit overviews to start the planning process.
  These overviews give a balanced view of
  childrens learning over the 2/3 weeks they also
  provide opportunity to identify links. Yearly
  overviews provide the bigger picture.
• Make use of prior learning assessment prompts. We
  need to encourage teachers to make use of the
  outcomes of these assessments to inform their
  planning.
• At the beginning and end of a unit, reflect on
  the overviews ( RAG) has there been appropriate
  attention given to all these?

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Apply
Practise / embed
New Learning
Prior Learning
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I can use it
I can do it
We are learning to
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Jake wants to buy a comic at 1. He saves 25p one
week and 40p the next. How much money does he
need to buy the comic?
Identify patterns to solve problems.9-36. What
is 90-30, 900-300? How do you know?
What is 3x4? Tell me the answer to 12 4. What is
6x3 What fact do you know?
Derive and recall x and facts 2,3,4,5,6,10
Recognise multiples of 2,5,10 to 100/1000
Choose correct operation to solve 2 step problem
Recall x facts 2,5,10 and related division
Recognise multiples of 2,5,10 to 100
Solve one step problem-numbers, measures, money
Recall /- facts to 10 and pairs to 20
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Block A2 - Building on previous learning

• Check that children can already
• count from any given number in whole-number
  steps
• use positive and negative numbers in practical
  contexts position them on a number line
• add or subtract mentally pairs of two-digit
  whole numbers, e.g. 47  58, 91  35
• use efficient written methods to add and
  subtract two- and three-digit whole numbers and
  .p
• recall multiplication and division facts to
  10  10
• multiply or divide numbers to 1000 by 10 and
  then 100 (whole-number answers)
• use written methods to multiply and divide
  TU  U, TU  U
• use decimal notation for tenths and hundredths
  in the context of money and measurement
• order decimals to two places and position them
  on a number line
• use a calculator to carry out one- and two-step
  calculations involving all four operations
  interpret the display correctly in the context of
  money
• use the relationship between m, cm and mm

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Key Messages

• The learning objectives in the Primary Framework
  set out the essential learning steps for children
  to make effective progress in mathematics
• Looking at the objectives across two year groups
  highlights the bigger picture for the year
  group and helps to identify the prior learning at
  the start of the year
• The learning overviews for the year and for a
  Unit provide more detail to inform long-term and
  short-term planning
• Building on prior learning requires some
  flexibility in planning planning assessment
  questions helps to monitor childrens learning
  over a Unit