Weekly plan for Literacy: Year 1



Objectives: Read Roman numerals to 1000 (M) and recognise years written in Roman numerals; revise 2-place decimals; Introduce 3-place decimals; multiply/divide by 10, 100, 1000.StartersWhole class teachingGuided group and independent paired/indiv practice activitiesPlenaryMondayRead the time on a clock with Roman numeralsUse an interactive clock with Roman numerals such as at . Move the hands to show 6 minutes past 4. Ask chn to write this as it would appear on a modern day digital clock. Rpt with other times. Read/write Roman numerals to 1000 (M) Together make a list of how we write numbers from 1 to 10 using Roman numerals, and then 10s from 10 to 100 to remind children how numbers from 1 to 100 are written. Call out several 2-digit numbers and ask them to write them using Roman numerals. In a third row, show children how the multiples of 100 are written to D, then asking to predict how the next multiples of 100 might be written.Leave these three rows of numbers on the flipchart, and write the following numbers on the board: CCXI, CDXXVII, DCCLV, and ask chn to work out the equivalent numbers. Most children/HarderAsk chn to write the next two numbers in the sequences of Roman numerals (see resources). The first few have numbers less than 100, then numbers between 100 and 500, the numbers between 500 and 1000. Leave the multiples of 1, 10 and 100 on the flipchart for chn to use as reference. Write the following addition on the board: CCXLVII + DCLXXIV. Ask chn to try and work out the total without converting to ‘ordinary’ numbers. Take feedback on how they did this, e.g. collect the 100s, then the 10s then the 1s, and having out work out the total and rewrite the answer. Calculation using Roman numerals was very difficult! Remind chn that the numerals we use today gradually spread west to the Arab world from India, and then slowly around Europe. Even today we still use Roman numerals, e.g. for kings and queens (Queen Elizabeth II), dates, and page numbers in the fronts of some books for example. But definitely not to do calculations!GUIDED: EasierAsk chn to work in pairs to think of a number between 0 and 50, and use the information on the flipchart to write that number using Roman numerals. The rest of the group work out what number each child has written. Rpt for numbers between 50 and 100, then numbers between 100 and 150, between 150 and 200, then 200 and 300. TuesdayWrite numbers less than 100 using Roman numeralsChn each choose a number between 10 and 100 and write it on their w/bs using Roman numerals. They then work as group to put their number in ascending order without telling others what number they chose! Rpt.Recognise years written in Roman numeralsAsk chn if they have ever seen the year a film/TV programme was made written in Roman numerals at the end of the credits. Show how we write the current year using Roman numerals. Point out that there is no symbol to say that there are no 100s in this number. In fact even in the number system which we use, there were no zeroes for hundreds of years! Historians have found that a Persian encyclopaedist Muhammad ibn Ahmad al-Khwarizmi wrote in 976AD that if in a calculation, no number appears in the place of tens, then a little circle should be used ‘to keep the rows’. This circle was called ‘empty’ in Arabic and later became called zero. Write the year some children in the class were born, e.g. MMIV. Ask chn to work out this date. What other year were some children born? Together write the year. Show the list of some key dates in history. Choose one, e.g. the Great fire of London, and as class work out the year to be 1666. So once we’ve sorted out the 1000s, the rest is just as we were doing yesterday. Whole class practiceChn choose at least 8 dates and work out how we write them using Hindu-Arabic numerals (i.e. those we more commonly use today). (See resources.) GUIDED: Harder Once chn have written four dates, challenge them to think of a number between 1000 and 10,000 that will use more Roman numerals than those on the list of dates. Easier: Suggest chn choose three numbers with fewer numerals in them, then challenge them to write three numbers between 1000 and 10,000 that only need two Roman numerals. Ask chn from the easier group to share some numbers which only need two Roman numerals. Then challenge the class to read one of the numbers written by the Harder group. StartersWhole class teachingGuided group and independent paired/indiv practice activitiesPlenaryWednesdayCount in steps of 0.01Count in steps of 0.01 from 8.85 to 9.15. What is 8.89 add 0.01? What is 8.99 add 0.01? What is 9.1 subtract 0.01? Revise 2-place decimals Write 3.33 on the board. Discuss what each 3 represents. Write the number on a PV grid to check (see below plan). Write □.□□ twice on the board. Split the class into two teams. Shuffle a set of 0–9 cards. One child from team A picks one and places into their number. They are aiming to make the larger number. Rpt until all three spaces in each number are filled. Ask chn to write a number in between the two. Rpt, this time teams trying to make the smaller number. Chn then round each number to the nearest whole, then tenth. Whole class investigationChn work in pairs to find out how many numbers with 1 or 2 decimal places between 1 and 10 contain a digit ‘9’. Can they be sure they have found them all? If they finish, ask them if the same number will have a zero. Easier: Chn find out how many numbers with 1 or 2 decimal places between 1 and 2 contain the digit ‘9’.GUIDED: Medium Work with a group, helping them to break the task down. [Abacus Textbook 1 p.22]Ask chn to share what they found, and how they went about the task, e.g. finding how many had 9 in the tenths place between 1 and 2, then in the 0.01s place, then using this for the other intervals between neighbouring whole numbers. ThursdayCount back in 2s through 0Pass a bean bag round the class as you count back in 2s from 10. How far can you get? Introduce 3-place decimalsDisplay a place value chart/show whole numbers, tenths, hundredths and thousands (see resources). Ask chn to describe each row. The 3rd row shows tenths, the 2nd row shows hundredths, what do you think the top row shows? Ask chn what happens to the digit 5 as each number is multiplied by 10? And when numbers are divided by 10? Write 25.895. Point to each digit and say what each represents. I can make this number by pointing to 5 numbers on the place value chart. What is the biggest no I would point to? And the next biggest? And then? Write 20 + 5 + 0.8 + 0.09 + 0.005. Ring a number on each line and ask chn to record the total on their w/bs. Rub out the rings (or use a different colour) and ring 5 different numbers. Rpt but this time ringing 4 numbers, missing out a number on the tenths row. How do we show that there are no tenths? Rpt, this time missing out a number from the hundredths row, and then ring 3 numbers, missing out both hundredths and tenths.Most children/HarderChn complete place value number sentences, e.g. 1.58 + □ = 1.585 (see resources). Harder: Chn also add several multiples of 0.1, 0.01 or 0.001, e.g. 3.225 + 0.023. GUIDED: Medium Chn take it in turns to ring 3 or more numbers on a place value chart (print off the one used in whole class teaching) without showing the rest of the group. They write the total. The others guess which numbers they ringed on the chart.Count in steps on 0.001 from 2.995 to 3.005 on a counting stick. What is 0.001 more than 2.999? What is 0.001 more than 3? Write 5.345. What number is 0.001 more? 0.01 more? 0.1? 0.001 less? 0.01 less? 0.1 less? EasierChn write a decimal number with three decimal places, e.g. 5.274. They then write the matching place value sentence, e.g. 5 + 0.2 + 0.07 + 0.004 = 5.274. They write five of these each then work with a partner to point at a digit so partner says the value.FridayConvert between m and cmDraw a 4 by 3 grid on the board and enter distances in centimetres, e.g. 43cm, 245cm, 30cm, 240cm. Chn copy the grid but write the measurements in metres. Multiply and divide by 10, 100, 1000Show a place value grid on the IWB (see resources). Write 6.426 on the grid. Read the number together. Discuss the value of each ‘6’ (6 ones, 6 thousandths). Give four chn number cards, e.g. 1, 2, 3 and 4. Ask them to stand on either side of a large decimal point on the flipchart to show 1.234. Ask them to multiply their number by 10 and move accordingly. Does the class agree? × 10 again, then ÷ 100. Rpt with 4 new chn showing 4567, ÷ 1000, × 10 etc. Occasionally pause and ask questions such as: what is the 6 worth now? And if we × by 10? And if the ÷ by 10?Most children/HarderChn work out the outputs for × 10, ÷ 10, × 100, ÷ 100 × 1000 and ÷ 1000 function machines (see resources). Write the following capacities on the board: 3456ml, 2536ml, 454ml. Explain that to convert ml to litres we need to divide by 1000. Chn divide by 1000 to give the capacities in litres. Discuss each, e.g. in 3.456l, there are 3 full litres and 456ml.GUIDED: EasierGive each child a 10s, 1s, 0.1s, 0.01s and 0.001s place value grid (see resources) and a set of 0–9 digit cards. Read (but don’t show) the number 3.24 and ask them to show this number on their grid. Now multiply 3.24 by 10. They move the digit cards accordingly. Now divide by 100! Now multiply by 10. Rpt with other numbers such as 2.8, 9 and 50. Make sure chn realise when they need to use a zero as a place holder, before the decimal point and before any other digits, but not in 0.009 × 10: for example, we write 0.09, not 0.090. Place value grid for Day 31s1/10s (0.1s)1/100s (0.01s) 3??33ResourcesAn interactive clock with Roman numerals such as at Day 1: Roman numerals activity sheet (Most children/Harder group ) (see resources)Day 2: Recognise years written in Roman numerals activity sheet (see resources)Bean bagDay 4: Place value chart with 0.1s, 0.01s and 0.001s (see resources)Day 4: Place value activity sheets (versions for Most children and Harder group) (see resources)Day 5: Function machines activity sheet (see resources)0–9 cardsDay 5: 10s, 1s, 0.1s, 0.01s and 0.001s place value grid (see resources)Abacus Year 5 Textbooks 1 and 3 Abacus Textbook Pages for Alternative/Additional Practice Day GroupPageTuesdayMost childrenTextbook 3, page 82WednesdayEasierTextbook 1, page 22The links to the websites and the contents of the web pages associated with such links specified on this list (hereafter collectively referred to as the ‘Links’) have been checked by Hamilton Trust (being the operating name of the registered charity, William Rowan Hamilton Trust) and to the best of Hamilton Trust’s knowledge, are correct and accurate at the time of publication. Notwithstanding the foregoing or any other terms and conditions on the Hamilton Trust website, you acknowledge that Hamilton Trust has no control over such Links and indeed, the owners of such Links may have?removed such Links, changed such Links and/or contents associated with such Links. Therefore, it is your sole responsibility to verify any of the Links which you wish you use. Hamilton Trust excludes all responsibility and liability for any loss or damage arising from the use of any Links.OutcomesOutcomes for most childrenMondayTuesdayWednesdayThursdayFriday1. Read and write Roman numerals to 1000 (M).1. Recognise years written in Roman numerals.1. Say what each digit represents in a number with 2 decimal places.2. Round numbers with 2 decimal places to the nearest whole or tenth.3. Say a number in between a pair of numbers with 2 decimal places. 1. Say what each digit represents in a number with 3 decimal places.2. Write place value additions and subtractions.1. Multiply and divide by 10, 100 and 100 to give answers with 1, 2 or 3 decimal places.Default (outcomes for children not on statements but not able to reach the outcomes for most children)1. Read and write Roman numerals to 200 (CC).1. Recognise years written using a few Roman numerals.1. Say what each digit represents in a number with 2 decimal places.1. Say what each digit represents in a number with 3 decimal places.1. See the effect of multiplying and dividing by 10, 100 and 1000. Only record names of children who struggled or exceeded these outcomes ................
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