11th- Arith- To know square numbers up to 12 x 12 PDF

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Summary

Arithmetic- Year 6 lesson plan...

Description

Please highlight as appropriate This is largely the school’s planning I planned this with support from school I planned this independently

LESSON PLAN

Subject- Arithmetic

NC / Development Matters Links

Date

Duration of Lesson

‘recognise and use square numbers and cube numbers, and the notation for squared’ Year 5 curriculum, p. 129

11th May 2021

15 mins

Year Group 6

My teaching target appropriate to this lesson -Ensure I model to support children understand through having a visual representation. Implications from Previous Learning / Assessment and Possible Misconceptions -Children may not understand what square numbers are. -Children may think square numbers are Possible misconceptions -Children may see and think it 9 x 2 instead of what I needs to be= 9 x 9. Learning Intentions/Success Criteria Target across week: To know square numbers, square roots, and prime numbers. Focus: To know square numbers up to 12 x 12 Indicative Time

What am I going to teach? What do I want the children to learn?

How am I going to facilitate this?

3 mins

-Discuss what a squared number is= a number that is multiplied by itself 9x9= 81. -Children to give 3 quick examples on whiteboards.

-Children to talk in partners for 5 seconds to refresh memory and ideas on what a square number is. -Ensure all children have a whiteboard and pen or rough book and pen to write examples.

1 min

-Discuss square numbers on 12 x 12 multiplication grid. -Children to say what square numbers there are and I will circle them off on the whiteboard.

-Ensure children can see the whiteboard. -Maybe children say all together 2 x 2= 4, 3 x 3=9 etc…

11 mins -Children to complete decoder sheet. -Children to write answers and then find out what the -Allow time for children to complete this. answers letter is. The -Focus on getting the answers down, not the answers will lead to a answer letters (do not guess word) children need to the answer is ‘trick or treat’ continue and work out answers to get letters to which is a a previous chapter find out word. they have looked at in lesson of the book they are suing. Role of adults (TS 8) -Class teacher to support focus group of children who are working towards expected or below. -I will have a question table to support children who would like extra support.

Classroom Management (TS 4 and 7) -Ensure task is suitable to children and children can assess the task. -Ensure children are focused on task. Health and Safety (TS 1 and Part 2) -Ensure children have sanitised their hands -Ensure tables have been sanitised. Assessment: Who will I be assessing? How will I assess? What am I assessing? When will I be assessing? (TS 6) -I will assess children’s knowledge after when I mark their books. Children will have right/ wrong answers on worksheet. ^^ Through marking these I can assess which children need extra support, which children understand the task and children who completely understanding task and finished it easily and need extra challenges. Extension/Further Activities (TS 1 and 5)

Evaluation and Future Planning Impact on Children’s Learning and Evidence for this

Impact on My Learning

Implications for My Future Practice...