Bryanston Primary School

2017 Planning

Mathematics Grade 5 (Mr ECM Bradley)

Date: 1Monday-06-June
June Thursday 2Tuesday-07-June
June Friday 5Wednesday-08-June
June Monday 6Thursday-09-June
June Tuesday 7Friday-10-June
June Wednesday
Content 1. Numbers, Operations 2. Number Patterns 3. Space and Describe, sorting and Bodmas Rule: still to be fully
and Relationships: (leading into Functions Shape(Geometry) comparing 3D objects. understood by many of the
multiplication and and algebra: Using learners
division methods multiples and factors
Context Inverse operations: Investigating Geometric Revision of differentiating Looking at how an object Write a number into expanded
application of Multiples and Patterns. Adding 5 and 10 to between faces - a flat surface has three dimensions notation. Comparing the order a set
factors of various numbers a number to get the next of an object, prism - a 3D when it has length, height of numbers (ascending or
esp., two digits. Focussing numbers. Adding 102 to get object with two identical, and width. A flat surface of descending order). Rounding off
on the way this fits into the consecutive sequence of parallel end faces, pyramid - a a solid is called a face of numbers (nearest 10 - 1000.)
multiplication and numbers. Subtracting 50 to 3D object that has a square the solid. There are many Number sentences and applying
divisionision. get the following numbers. base and all its other faces as different types of 3D various operations in terms of
Doubling and halving triangles. objects. If you want to BODMAS. Focus on the basic
numbers to fulfill a given rule know what type of 3D operations in the daily mental maths
object you have, look at problems (10 mins)
the number of faces and
the shapes of the faces.
Time allocation Refer to the class timetable.
Resources Viva Mathematics Grade 5, Calculator (esp., to check the answers) -basic operations, Mathletics (trying to link up with x current topics. Platinum Mathematics.
With regard to 3D Shapes: try to access and allude to Pictures of 3D shapes n actual 3 dimensional forms. Possible use of grid paper bringing focus to pictures
showing different views, pictures showing different views.
Recorded TOOL: Try to ascertain the level of understanding -at the point of summative with observation Sheet, questionaire, structured Questions, and a possible worksheet.
Assessment
METHOD: Aural Questions, Demonstrations, Oral Questions and Answers, Self Assessment -bearing on the Formal Assessment task.

1 Mathematics Learning Programme 2016

 Bryanston Primary School

TYPE OF ASSESSMENT: The Summative assessment should give an overall picture of learners progress at this given point. Though the aspects dealing with
Thursday and Friday's work are more diagnostic -leaning towards Term 3.

Reflection Focus on seeing the sequence of a given set of numbers in a number pattern. The problem of
number sentences and applying various operations in terms of BODMAS.
Focussing on the latter, in terms of the basic operations in the daily mental maths problems
(10 mins). Seeing the number sentence in the flow charts will help to consolidate this work esp
with regard to Katherine Van Blerk, Dominique Moodley, Sibusiso Nhlapo, Blessing Silawule,
Milan Strydom who struggled in the FAT.
Problem Areas: Problem solving with Numbers: Examples of problem solving solutions still need to be done,
on the board. This will help the learners by explaining division methods.
Aim: to ensure that the learner understands the logic and expected operation -layout in solving
various problems. Numerous examples cited on the board touching on inverse operations.
Extension Getting a hold on the application of the various methods to solve various problems esp
understand the underlying logic.
Homework The study times table takes precedence esp with regard to exams.
Focussing on the use of two operations to solve a problem esp in
Problem solvings (word sums). Identifying what is to be found i.e.,
the unknown. Trying to get the learners to see the relationship
between multiplication and division with addition and subtraction
(inverse operations) in such problems is a challenge.
Seeing how division is the inverse of multiplication. Noting how
multiplication and division are inverses e.g., '12 the 7 = 84 can be
written as 84/7 = 12 or 84 /12 =7 and so forth and so on.
Various examples from the Viva -focussing on getting the learners
involved in the content of T3 -drawing links to T2.

2 Mathematics Learning Programme 2016