Maths Weekly Plan

Focus: Division

Class: Opal

Teacher: J. Maure

Key vocabulary:
share, equal, divide, groups, half

Monday

Learning Objective
and Steps to Success
LO
I can divide.
(Sharing equally by
drawing groups)

S2S
Count carefully.
Work neatly.
Check your work.

Teacher Modelling

Show powerpoint.
Model:
12 sweets shared equally between 4
children using real life example.
3 sweets each
Model drawing groups to represent the
children. Model adding sweets to these
groups until we reach 12. How many in
each group? This represents 12 4.
Model again, and then send students to
work on task as seen fit. Keep students
who need more support. (E.T to take LA)
10 sweets shared between 2 children.
15 sweets shared between 3 children.
8 sweets shared between 4 children.
14 sweets between 2 children.
4 sweets shared between 2 children.
9 sweets shared between 3 children.
6 sweets shared between 2 children.
10 sweets shared between 5 children.
14 sweets between 7 children.

H/A
Level:
Working
independently,
drawing in books.

Year Group:
3/4 Lower ability set
Counting focus:
2s (halving)

M/A
Level:
Working with
support, drawing in
books.

Week Beginning:
2.2.15

L/A
Level:
Working with E.T,
using counters to
represent numbers.

Plenary
Problem Solving
Challenge
What do we notice
about 10 sweets
between 5 children
and 10 sweets
between 2 children ?

Role of additional adult

Emily teaching to LA students

Tuesday

Learning Objective
and Steps to Success
LO
I can divide.

S2S
Count carefully.
Work neatly.
Check your work.

Teacher Modelling

Recap yesterdays learning and resolve

problems from marked books.
Talk about how we turned the words
Shared equally between into the
division symbol ( ).
This time, students will be finding
answers using the number line.
Students should have number lines on
the carpet.
Model repeated subtraction.

Subtract 3 until you reach 0.

4 jumps of 3.
Model again, have children follow on own
number lines. 15 3.
A. 10 5
B. 4 2
C. 30 10
D. 25 5
E. 36 9
F. 20 4
G. 18 3
H. 21 7
I. 24 3
J. 16 2
K. 28 4
Emphasize that we are not drawing
groups today.

Role of additional adult

ET with LA group
WC supporting MA
AT 1-1 Lucy
H/A
Level:
Working
independently.
Support from MH if
needed

M/A
Level:

L/A
Level:

Working with support

from W

Working with ET with

smaller numbers.
10 5
15 3
12 4
14 2
20 10
84
93
etc

Role of additional
adult
Support students
understanding by
reiterating question
Plenary
Problem Solving
Challenge
What is similar
between 15 5 and
15 3?

Wednesday

LO
I can divide

Role of additional adult

Role of additional adult

Role of additional
adult
Support use of
number line

Support understanding and use of

number lines on carpet

WC support MA
AT 1-1 Lucy
ET teaching LA
MH support HA

Recap from last 2 days.

Explain rules of division board game.
Put students into pairs and off they go!
Photograph activity to be stuck in books.

Students to use
whiteboards or
number lines to work
out their sums.

Role of additional adult

Support understanding of game and
reiterate instructions.

Role of additional adult

WC support MA
AT 1-1 L
MH support HA as needed

Students to use
whiteboards or
number lines to work
out their sums.

Students to use
whiteboards,
counters, or number
lines to work out
their sums.

Which problems did

you find easiest?
Most difficult?

S2S
Play fair with your
partner.
Use whiteboards or
number lines to work
out the answers. (LA
can use counters)

Learning Objective
and Steps to Success

Teacher Modelling

H/A
Level:

Role of additional
adult

M/A
Level:

L/A
Level:

Plenary
Problem Solving
Challenge

Thursday

LO
I can divide in half.

S2S
Work neatly.
Follow the
instructions carefully.

Model
Half of 10. (10 2)
Draw 10, and then cut it into two even
groups. We know this is right because
5 x 2 = 10.
Model again, Half of 16, or 16 2

Role of additional adult

Friday

Support understanding be pointing out

important parts of the lesson

LO
I can do mental
maths.

Mental maths Test #2.

Take up test with class and address
issues. Talk through how we would have
solved these problems in our own heads.

Solve the even

problems, and put a
line through the odd
problems.
A. Half of 4
B. Half of 17
C. Half of 12
D. Half of 18
E. Half of 14
F. Half of 9
G. Half of 32
H. Half of 20
I. Half of 8
J. Half of 11
K. Half of 26
L. Half of 5
M. Half of 22
N. Half of 2
O. Half of 37
P. Half of 6
Q. Half of 40

A. Half of 18
B. Half of 26
C. Half of 12
D. Half of 22
E. Half of 6
F. Half of 14
G. Half of 30
H. Half of 4
I. Half of 8
J. Half of 10
K. Half of 2
L. Half of 16

A. Half of 2
B. Half of 4
C. Half of 6
D. Half of 8
E. Half of 10
F. Half of 12
G. Half of 14
etc

Can we cut an odd

number in half? We
can only divide in half
if we have an even
number. Even
numbers are all the
numbers we say when
we count by twos.

Role of additional adult

ET with LA
AT 1-1 Lucy
WC with HA
MH with MA

Role of additional
adult
Reiterate question
for understanding.

Division word problems lesson if theres time. Recap what we already

know about word problems, model a few and then send them off. They
are good at these! They may use number lines, whiteboards, or
counters.

What should we
practice over the
weekend?

S2S
Focus and dont be
distracted by the
person next to you.
Eyes on your own
paper.
Use all the mental
maths methods weve
talked about.

Role of additional adult

AT 1-1 Lucy

Role of additional adult

Supporting as needed.
ET with LA table

Role of additional
adult
Join conversation
based on what theyve
seen throughout the
week and what needs
to be improved.