Which 10? Strand: Number – number and place value Learning objective: To round any number to the nearest 10 You will need: interlocking cubes (yellow, blue and brown), 100 squares 1. Ask: Who can tell me what we mean by rounding to the nearest 10? Can anyone think of another way to explain? Agree that rounding to 10 means changing the number into a tens number that is close in value but simpler to use. 2. Write these two calculations on the board: 159 1 123 and 160 1 120. Ask: Which of these two calculations is easier to answer? Why do you think that is? Can you explain how these two calculations are similar? 3. Ask: I have altered each number in the first calculation to make the second. What have I done? (rounded them to the nearest 10) Ask: How have I rounded 159? Why have I rounded it up to the next 10? How have I rounded 123? Why have I rounded it down to the same 10? Establish that numbers with 6 to 9 in the ones position are closer to the next 10 and are therefore rounded up to the next 10 and those with 1 to 4 are closer to the first tens number and so are rounded down. Ask: Who can tell me what happens to numbers with 5 in the ones position? (They are rounded up.) 4. Together answer the two calculations to highlight how close both answers are. 5. Give the pupils some interlocking cubes. Explain that yellow cubes represent hundreds, blue cubes tens and brown cubes ones. Ask the pupils to make 352 by making each colour of cube into a tower. Ask: Would you round your number up to 360 or down to 350? Can you explain why? Now ask the pupils to use cubes to represent 360 and 350. Ask: Can you explain how this proves that 352 is closer to 350 than to 360? (Stand the towers together to show that 352 is closer to 350 than 360.) 6. Repeat the activity for other three-digit numbers.
Key check: Do the pupils understand the concept of rounding to the nearest 10? Extension: The pupils round four-digit numbers to the nearest 10. Support: Focus on rounding two-digit numbers to 10. Give the pupils a 100 square (e.g. so they can see that 67 is closer to 70 than to 60).
17
QBS_Year_4_Impact_Intervention.indd 17
1/31/17 5:10 PM
Which 1000? Strand: Number – number and place value Learning objective: To round any number to the nearest 1000 You will need: digit cards, interlocking cubes (red, yellow, blue and brown), whiteboards, whiteboard pens, some toy catalogues, paper, pencils 1. Ask: How can we use what we know about rounding to the nearest 10 and 100 to explain how to round to the nearest 1000? Can anyone explain this in a different way? 2. Display the four digit cards 3, 5, 1 and 8. Ask: What is the greatest number we can make from these cards? Explain how you know. (8531) What is the smallest number? How do you know? (1358) Can you make two numbers that go between these? Why did you choose those numbers? Do you have another reason? 3. Give the pupils some interlocking cubes. Red cubes represent thousands, yellow cubes hundreds, blue tens and brown ones. Ask the pupils to make each number shown in step 2. Each colour of cube is made into a tower. Then pupils draw a representation of each number, write the number in numerals and then round each to the nearest 1000. Ask: Can you explain how you rounded each number? 4. Repeat for other four-digit numbers. 5. Ask: When is rounding helpful? Can you think of any other reasons? Establish that rounding is useful if we want an approximate answer, for example if we want to know roughly how much two things cost to find out if we have enough money to buy them. Ask: What is £41.98 rounded to the nearest £10? How do you know? As well as £10, what else were you rounding to? (the nearest 1000 pence) Call out some amounts of money which include both pounds and pence up to £50 for the pupils to round to the nearest £10.
Key check: Do the pupils understand the concept of rounding to the nearest 1000? Extension: Give pairs of pupils a toy catalogue. They take it in turns to choose a different toy. They round the cost to the nearest £10. Support: Ask the pupils to draw a line on paper and to mark on 500. Call out some numbers which the pupils should write on the appropriate side of 500. Ask them to tell you whether they would round these numbers to 400, 500 or 600. 19
QBS_Year_4_Impact_Intervention.indd 19
1/31/17 5:10 PM
Sound chef Strand: Writing – transcription Learning objective: To learn words with the /S/ sound spelt ch (mostly French in origin) You will need: whiteboards, whiteboard pens 1. Write ‘chef’ on the board. Ask: What sound do you hear at the start of this word? How is this sound spelt? Identify that the /S/ sound here is spelt ch. 2. Write ‘machine’ on the board. Ask: Can you hear the /S / sound in this word? Where in the word is it? How is it spelt? 3. Explain that the /S/ sound is spelled ch in some words that originally came from the French language. 4. Explain that the /∫/ sound can be spelt in other ways too. Write ‘shelter’ on the board. Ask: Can you hear the /S/ sound in this word? Where in the word is it? How is it spelt? Identify that the /S/ sound here is spelt sh. 5. Tell the pupils you are going to write some words on the board with a space where the /S/ sound belongs. Their job is to decide whether the sound is spelt with ch or sh in each word. 6. Write ‘bro_ _ ure’ on the board. Say: brochure. Ask: In this word, is the /S/ sound spelled ch or sh? Invite a pupil to add the letters. If they find it difficult, encourage them to experiment with both options to see which looks best. 7. Repeat with these words: ru_ _, _ _alet, _ _ic, _ _am. Read each word to ensure the pupils know what word they are spelling.
Key checks: Can the pupils choose ch or sh to correctly complete each word? Do they correctly pronoun ch as /S/ in these words rather than as /tS/ or /k/? Can they spell the rest of the word? Extension: The pupils try to spell less common words with this pattern (e.g. chauffeur, chandelier, crochet). Do they know the meaning of these words? Support: Encourage the pupils to use the ‘look, say, cover, write, check’ technique to practise spelling these words.
72
QBS_Year_4_Impact_Intervention.indd 72
1/31/17 5:10 PM
Perfect places Strand: Writing – composition Learning objective: To create settings in narratives You will need: cards with settings written on them (e.g. a spooky house at night, a beach on a sunny day, a packed football stadium, a snowy landscape), paper, pencils, images of different settings if required (see ‘Support’), coloured pencils 1. Ask: What is a setting? Why are settings important? Ensure the pupils understand that a setting is the location in which a story takes place and that they are important because they help to make the story believable. 2. Place the cards with settings face down on the table and encourage each pupil to pick a card. Tell them they are going to write a description of the setting they have picked. 3. Ask: What type of word can we use to describe a setting? Encourage the pupils to tell you adjectives can be used. Ask for some examples (e.g. dark, crowded). Ask: Can you picture the setting in your head? What adjectives could you use to describe what it looks like? Can you write a sentence describing what it looks like? 4. Ask: What sounds would you be able to hear in this setting? Can you write a sentence describing the sounds? 5. Ask: Would you be able to smell anything in this setting? Can you write a sentence describing what you would be able to smell? 6. Encourage the pupils to read the description they have written to a partner. Can the partner guess what setting they have written about?
Key checks: Are the pupils able to describe relevant details about the setting they have picked? Do they use interesting adjectives? Are they writing neatly? Extension: Can the pupils describe how the setting they have written about might look, sound and smell different at a different time of day or in a different season? Support: Consider giving pupils an image of a setting to give them some ideas about what it might look like. The pupils might like to draw some images before writing.
83
QBS_Year_4_Impact_Intervention.indd 83
1/31/17 5:10 PM