Scribd Logo
Upload

Welcome to Scribd!

  • 38 views

    Curriculum Framework Cambridge Primary Mathematics 0845: Title: Maths

    Uploaded by

    M Nurgul
    1) The lesson explores doubling and halving numbers and how these operations are inverse to each other. Learners complete doubling and halving calculations and recognize that doubling undoes halving and vice versa. 2) Activities include completing doubling and halving calculations, using place value cards or cubes for support. Learners are challenged to extend doubling towers further. 3) By the end of the lesson, learners understand that doubling and halving are inverse operations that each reverse the other.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd

    Curriculum Framework Cambridge Primary Mathematics 0845: Title: Maths

    Uploaded by

    M Nurgul
    38 views3 pages
    1) The lesson explores doubling and halving numbers and how these operations are inverse to each other. Learners complete doubling and halving calculations and recognize that doubling undoes halving and vice versa. 2) Activities include completing doubling and halving calculations, using place value cards or cubes for support. Learners are challenged to extend doubling towers further. 3) By the end of the lesson, learners understand that doubling and halving are inverse operations that each reverse the other.

    Original Description:

    b

    Original Title

    STD 2 Maths T1W4 2021

    Copyright

    © © All Rights Reserved

    Available Formats

    DOCX, PDF, TXT or read online from Scribd

    Did you find this document useful?

    Is this content inappropriate?

    1) The lesson explores doubling and halving numbers and how these operations are inverse to each other. Learners complete doubling and halving calculations and recognize that doubling undoes halving and vice versa. 2) Activities include completing doubling and halving calculations, using place value cards or cubes for support. Learners are challenged to extend doubling towers further. 3) By the end of the lesson, learners understand that doubling and halving are inverse operations that each reverse the other.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    38 views3 pages

    Curriculum Framework Cambridge Primary Mathematics 0845: Title: Maths

    Uploaded by

    M Nurgul
    1) The lesson explores doubling and halving numbers and how these operations are inverse to each other. Learners complete doubling and halving calculations and recognize that doubling undoes halving and vice versa. 2) Activities include completing doubling and halving calculations, using place value cards or cubes for support. Learners are challenged to extend doubling towers further. 3) By the end of the lesson, learners understand that doubling and halving are inverse operations that each reverse the other.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    of 3

    T1W4 2021

    Title: Maths
    Curriculum Framework Cambridge Primary Mathematics 0845

    Brief Description of Objectives, Outcomes, Content.

    Unit 1A: Numbers and problem solving


    Unit 2A: Number and problem solving

    1A: Numbers and the number system


    3Nn3 Count on and back in ones, tens and hundreds from two- and three-digit numbers.
    3Nn4 Count on and back in steps of 2, 3, 4 and 5 to at least 50.

    1A: Calculation (Multiplication and division)


    3Nc19 Understand the relationship between doubling and halving.

    1A: Problem solving (Using techniques and skills in solving mathematical problems)
    3Pt1 Choose appropriate mental strategies to carry out calculations.
    3Pt3 Make sense of and solve word problems and begin to represent them.

    1A: Using understanding and strategies in solving problems


    3Ps1 Make up a number story to go with a calculation.
    3Ps3 Explore and solve number problems and puzzles.
    3Ps6 Identify simple relationships between numbers.

    Week Learning Success Suggested activities Resources Cross- Evaluation


    objectives & (if Criteria (Starter, Main, Plenary) curricular
    Lesson applicable) Differentiated activities links
    Framework (HA, MA,LA)
    codes
    Week 4 Learners Starter- Learners explore what happens when they Core activity 4.1: Vocabulary
    Lesson 1-5 explore what halve a doubled number and double a halved number. Doubling and double
    happens when halving (Learner’s half inverse
    they halve a Main – Count on and back in ones, two, tens and Book p14)
    doubled number hundreds from any two- and three-digit number.
    and double a Some learners may need the Number line 0 to 1000 Resources: The
    halved number. (marked in 10s) from Core activity 1.3 for support. Number line 0 to
    Ask the learners to tell you what they know about 1000 (marked in
    even numbers. They should be able to tell you 10s) assembled in
    that an even number of objects can be arranged in Core activity 1.3.
    pairs (twos) with none left over and that even Doubling and
    numbers have 0, 2, 4, 6 or 8 ones. halving photocopy
    Give each learner a copy of the Doubling and halving sheet master (p26), one
    and ask them to look at the ! rst set of copy per
    columns. The middle column is the even numbers. Each
    learner. (Optional:
    number can then be doubled and written in
    the right hand column, then halved and written in the left hand Doubling towers
    column. Ask the learners to complete all photocopy master
    three columns. They can work down each column or across (CD-ROM), one
    the three columns. copy per learner,
    Once the learners have completed the three columns, pencil or pen.)
    ask them to look at the numbers in each
    column and tell you what they notice. They should
    notice that the ! rst column increases in ones,
    the second in twos and the third in fours. Remind the
    learners that they started with the middle
    column and halved each number to get the column
    labelled ‘half’. Ask them to look at the half
    column and mentally double the ! rst few numbers.
    Ask what they notice. They should notice
    that when they double the numbers in the column
    labelled half, they get the numbers they started
    with. So halving is ‘undone’ by doubling. We could
    say that doubling and halving are opposites.
    Ask the learners to look at the column labelled
    ‘double’ and mentally halve the ! rst few numbers.
    They should notice that when they halve the numbers
    in the column labelled ‘double’, they get
    the numbers they started with. So doubling is
    ‘undone’ by halving – again, they are opposites.
    Explain that the mathematical word for this is
    inverse.
    Ask the learners to complete the second set of columns. You
    may need to work through the ! rst few with
    learners to make sure they get the idea. You could continue to
    support some groups while others continue
    on their own. Once completed, they should check if the
    doubling is undone or reversed by halving, and if
    halving is undone or reversed by doubling. Talk the learners
    through the checking if necessary.
    End the session by asking the learners to describe
    how doubling and halving are related to each
    other.

    Look out for!


    Learners who ! nd doubling and halving dif! cult.
    Give them cubes or counters to work with. For
    two-digit numbers, give them place value cards and
    counters or cubes to work with so that they can
    halve (or double) the tens and ones practically
    before adding the two parts together.
    Learners who ! nd these tasks straightforward.
    Challenge them to extend the repeated doubling on
    the doubling towers even further. In addition, they
    could start with an even three-digit number and try
    repeatedly halving.

    Plenary –Summary
    Learners begin to understand that doubling and
    halving are inverse operations, they each
    reverse or undo the other.
    Notes on the Learner’s Book
    Double and half (p14): learners answer doubling and
    halving questions and match up the
    inverse calculations. Challenge some learners to
    make up a grid of doubles and halves for a
    friend to identify inverses.

    Check up!
    Give learners a number to double and then ask
    them to undo (or reverse) the doubling, saying what
    they did.
    If you gave learners four, they could say, “Double
    4 is 8 and half of 8 is 4.”

    You might also like