LessonPlan A10 MEP NUMERACY SUMMER SCHOOL

Transcription

1 PROBLEMS INVOLVING MONEY AND LENGTH R : Revision of equivalence between pounds and pence and millimetres, centimetres, metres and kilometres. C: To use the four rules to solve problems involving length and money E : To use more than one procedure in solving problems Problems Involving Money and Length sheet OHT ) Millimetres and centimetres ) Centimetres and metres ) Metres and kilometres 4) Bert s Pens COUNTING Remind the pupils that there are 00 pence in pound the class to count: Forward - in 0 pences up to, in pences up to 0 Back - in 0p s, p s etc. from.00,.7 etc. Remind the pupils that there are: 0 millimetres in a centimetre 00 centimetres in a metre 000 metres in a kilometre What do I need to add to 00 metres to make kilometre? What do I need to add to centimetres to make metre? What do I need to add to millimetres to make centimetre? What do I need to add to 470 metres to make kilometre? What do I need to add to 7 centimetres to make metre? etc. A0 min UNITS OF LENGTH Using the OHT Millimetres and Centimetres, ask pupils to draw lines connecting equivalent lengths. Discuss. Repeat with the Centimetres and Metres and Metres and Kilometres OHT s Pupils complete Problems Involving Money and Length sheet A. LENGTH PROBLEMS Ask e.g. What do we have to add to.4 km to make 000 metres? Make sure that the pupils understand that they have to change the lengths to the same units e.g. 400 metres and 000 metres, or.4 kilometres and kilometres Discuss mental strategies for working out the next step of the problem. e.g. counting on 400 m m = 4 400m 4 400m + 600m = 000m 000m + 600m = 600m Pupils complete Problems Involving Money and Length sheet B. discussion of answers continued... Lesson A0

2 PROBLEMS INVOLVING MONEY AND LENGTH MONEY PROBLEMS Using the OHT discuss the solution of the following problem. A0 Bert bought some pens costing 0p each. He gave the shopkeeper.00 4 and received.0 change. How many pens did he buy? How much did he spend? Work through sum together Bert spent.0 altogether. To find the number of pens he bought 0 0 = pens were bought Pupils complete Problems Involving Money and Length sheet C. Lesson A0

3 FRACTIONS AND PERCENTAGES OF QUANTITIES R: The Fractions Decimals and Percentages Number Line C: To find fractions and percentages of quantities Individual copies of the Fractions Decimals and Percentages Number Line Fractions and Percentages of Quantities sheet OHT ) Fractions Decimals and Percentages Number Line (from Lesson A8) A FRACTIONS, DECIMALS AND PERCENTAGES Recap on fractions e.g. what is a fraction? Part of a number. the children some simple equivalents e.g. / = 0. F = 4 = 0. 0 = = 0. etc. Using the Fractions Decimals and Percentages Number Line, discuss the link between hundredths and percentages and ask the pupils to complete the percentages line. Point out that percent means out of 00. Link cent to century and centipede Once the pupils number lines are complete, fill in the gaps on the number line OHT. Ask the children equivalents e.g. What percentage is equivalent to a quarter? How many tenths is equivalent to 40%? What percentage is equivalent to 0.6? Without using the number line, pupils complete Fractions and Percentages of work with discussion of Quantities sheet. A answers. FINDING FRACTIONS OF AMOUNTS. interactive Discuss how to find a unitary fraction of an amount To find one fifth of an amount we divide by five. To find one third of an amount we divide by three. etc. Pupils complete Fractions and Percentages sheet B Discuss how to find other fractions of amounts. e.g. Two fifths of an amount is twice as much as one fifth so to find two fifths of an amount we find one fifth and double it. Find of 40. of 40 = 40 = 8 4 Find of 7, of 60 etc. of 40 = x 8 = 6 work with discussion of answers. interactive Pupils complete Fractions and Percentages sheet C work with discussion of answers. Lesson A

4 FINDING PERCENTAGES OF AMOUNTS Discuss how to find 0 % of an amount: 0% is a half so to find 0% we divide by. What is 0% of 60? What is 0% of? Discuss how to find % of an amount: % is a quarter so to find % we divide by 4. What is % of 0? What is % of 44? Discuss how to find 7 % of an amount: 7% is a three quarters so to find 7% we find one quarter and then multiply by three What is 7% of 0? % or one quarter of 0 is so 7% or three quarters of 0 is x i.e.. What is 7% of 44? % or one quarter of 44 is so 7% or three quarters of 44 is x i.e.. Discuss how to find 0 % of an amount: 0% is one tenth so to find a tenth we divide by 0. What is 0% of 0? What is 0% of 90? What is 0% of 60? What is 0% of 00? Discuss how to find 0% of an amount: 0% is twice as much as 0% etc. Discuss how to find 0%, 40% % etc. Pupils complete Fractions and Percentages of Quantities sheet, D 0 min A interactive with discussion of results Lesson A

5 PROBLEMS INVOLVING WEIGHT AND CAPACITY R: Equivalence of grams and kilograms and millilitres and litres. C: To have an awareness of the weights and capacities of everyday objects. E: To be able to solve problems involving weight and capacity Packets of different sizes indicating weights e.g. Cornflakes - 70 grams Coffee - 00 grams Tea - 00 grams Sugar - kilogram etc. Packets and bottles of different sizes indicating capacity e.g. Orange juice carton - litre Lemonade bottle litres Milk carton 00 millilitres Drink can 0 millilitres etc. Problems Involving Capacity and Weight sheet OHT ) Grams and Kilograms ) Millitres and Litres A UNDERSTANDING GRAMS AND KILOGRAMS On the day before this lesson ask pupils to bring in packets or bottles with weights or capacities marked on them. Remind the pupils that there are 000 grams in a kilogram. How many grams are there in kilograms, kilograms, ½ kilogram,. kilograms? How many kilograms is 000 grams, grams, 00 grams, 0 grams, 70 grams? Using the OHT Grams and Kilograms, ask pupils to draw lines connecting equivalent weights. Discuss. Discuss the weights on the available packets. e.g. How many packets of tea weigh the same as one bag of sugar? What is the weight, in kilograms, of two packets of cornflakes? etc. Pupils complete Problems Involving Capacity and Weight sheet, A UNDERSTANDING LITRES AND MILLILLITRES Remind the pupils that there are 000 millitres in a litre. How many millilitres are there in litres, litres, /4 litre,.7 litres? How many litres is 000 millilitres, milliltres, 00 millilitres, 0 millilitres? Using the OHT Millilitres and Litres, ask pupils to draw lines connecting equivalent capacities. Discuss. e.g. Approximately how many cans of cola have the same capacity as the bottle of lemonade? If I use millilitres of milk to make a cup of tea, how many cups of tea can I make with the carton of milk? etc. Pupils complete Problems Involving Capacity and Weight sheet B interactive followed by interactive followed by. Lesson A

6 PROBLEMS INVOLVING WEIGHT AND CAPACITY PROBLEMS INVOLVING CAPACITY AND WEIGHT Pupils work individually on problems involving Capacity and Weight sheet C. A Lesson A

7 TIME R: Revision of am/pm, o clock, half past, quarter past and quarter to. C: To ensure familiarity with and 4 hour clock times E: Interpreting timetables A Stop watch Large clock Class list Mad Minutes Time sheets Time sheet OHT ) Hour Clockface ) 4 Hour Clockface ) Bus Timetable 4 UNITS OF TIME the pupils to close their eyes and raise one hand. Tell them to drop their hand when they think a minute is up. Record the time at which each child put down his/ her hand on the class list. If necessary, stop the pupils after minutes. Tell the pupils the times that were recorded. Remind the pupils that 60 seconds = minute 60 minutes = hour 4 hours = day 7 days = week Repeat the Mad Minutes, with the Mad Minutes Time sheets. THE HOUR CLOCK Using a clock, check that the pupils are confident with o clock, half past, quarter past and quarter to and that they understand am and pm.. Using the twelve hour clock face OHT, ask pupils to draw in fingers for particular times, using both words and numbers, e.g. ten to six, twenty five past nine, : 0, 4 :49 etc.. Check that the fingers are drawn correctly by setting the clock to the specified time. Pupils complete the Time sheet, A THE 4 HOUR CLOCK Using the 4 hour clock OHT check that the pupils understand 4 hour clock times. e.g. 00 is the same at.00 p.m. 80 is the same at 6.0 p.m. 000 is the same as.00 am 4 is the same as.4 p.m. etc. Point out that 4-hour clock times are always written as four figures without spaces between the figures. Show the pupils a time on the clock face, specifying whether it is an am or pm time and ask them to give the 4 hour clock time. the pupils to draw in fingers to indicate 4 hour clock times e.g. 40, 80, 0 etc.. Pupils complete the Time sheet, B TIMETABLES Discuss the Bus Timetable on the OHT e.g. How many buses are shown on the time table? How often do the buses leave the bus station? How long does it take to travel from Smith Street to Manchester Road? Which bus does not stop at the market? Which bus takes the longest / shortest time to arrive back at the station? How long does it take? Which bus should I catch from Smith Street if I have to be at Partington Street by.4 pm? etc.. Individual followed by discussion of answers. followed by. followed by. Lesson A