Maths

Week 26: Cent as 100

Linkage & Integration

English: Oral Language

Maths: Problem-solving

Visual Arts: Shape – Pattern & Space

Strands, Strand Units & Skills

Number Fractions Algebra Extending and using patternsShape & Space 3D shapes 2D shapes Symmetry Angles Measure Length Area Money

Skills Development:

Applying & problem-solving

Communicating & expressing

Integrating & connecting

Reasoning

Implementing

Understanding & recalling

Curriculum Content

Strand: Shape & Space

Strand Unit: 2-D shapes

The child should be enabled to:

sort, describe, compare & name 2-D shapes: square, rectangle, triangle, circle, semicircle, oval

note similarities & differences between shapes

construct & draw 2-D shapes

combine & partition 2-D shapes

identify ½ & ¼ of shapes

discuss the relationship between halves & quarters

identify & discuss the use of 2-D shapes in the environment

look for examples of tiling in the environment

Strand: Measures

Strand Unit: Area

The child should be enabled to:

estimate & measure area using non-standard units

How many playing-cards, postcards or workbooks cover the table? Which shape is the most suitable?

Measure the area of the same surface several times with different units.

Which surface has more wood, the table-top or the window-sill? Children suggest ways of finding out. Estimate, discuss, measure & record.

Area (3 workbook pages on one day):

p. 127 (Area - greatest & smallest surfaces)

p. 128 (Group tasks – covering surfaces with cards, books & cubes)

p. 129 (The gym mat – covering the surface of a picture – estimating then measuring)

2-D shapes:

p. 93 (Art & Craft: Attributes of 2-D shapes – corners, curved/straight sides, similarities & differences) & p. 94 (Make borders & pictures: finishing the patterns & making pictures using 2-D shapes)

p. 96 & 97 (Paper folding – shapes into halves & quarters)

p. 95 (Making boxes - nets)

Aim:

That the children will gain

a greater understanding of how to decipher word meanings, work with hundreds, 2-D shapes, 3-D shapes,

nets, pattern and area & an appreciation of the function of these

aspects of Maths in everyday life

Specific objectives:

Recall the meaning of cent & use this knowledge to infer what certain words containing cent might mean

Name & describe 2-D shapes

Identify 3-D shapes from their nets

Distinguish between 2-D & 3-D shapes

Measure area using non-standard units

Assessment:

Questioning

Work samples

Observation

Learning IntentionsW.A.L.T.

(We Are Learning This)

W.I.L.F(What I am Looking For)

T.I.B.(This Is Because)

How to work withhundreds

Everyone to show their understanding by getting most of the questions correct by the end & being able to explain how they were answered

Hundreds are all around us. We use hundreds in money, in length and in all sorts of sums.

About 2-D shapes Everyone to be able to name & describe shapes accurately & precisely

Shapes are all around us.

How 2-D shapes fit together to make nets

Everyone to tell me what 3-D shape would be made when the 2-D shapes are put together.

2-D shapes put together can make 3-D shapes. Nets show how boxes are made. Boxes are used to hold many things. We use boxes every day!

About area Everyone to be able to measure the area of everyday things using non-standard units e.g. playing cards etc.

Area is important. We need to know the size of things like table-tops, gardens, fields, houses. Area is often used by grown-ups.

Monday – Learning IntentionW.A.L.T.

(We Are Learning This)

W.I.L.F(What I am Looking For)

T.I.B.(This Is Because)

How to work with hundreds

Everyone to show their

understanding by getting most of the questions correct by the

end & being able to explain how

they were answered

Hundreds are all around us. We use

hundreds in money, in length and in all sorts of

sums.

How many words can you think

of with the word “cent” inside

them?

Did you think of any of these? What

do you think these words mean?

Cent

Century

Centenarian

Centurion

Centenary

Centipede

Centimetre

What do cent & centi mean?

Facts about Hundreds

The Roman numeral for hundred is cent or C.

Cent means one hundred. Centi means one hundredth.

Sometimes cent is used in words. Century means one hundred years. A centenarian is a person who is one hundred years old. A centenary is a 100th anniversary. A centurion was an officer in the Roman army who was in charge of 100 soldiers.

100 cents makes €1.

100 centimetres make one metre.

1 whole ½ ¼

Hundred

(100)

50 25

€1

(100c)

50 cent 25 cent

1 metre

(100 cm)

50 centimetres 25 centimetres

100 ÷ 2 = 50

100 divided in half makes 2 groups of 50

100 ÷ 4 = 25

100 divided into quarters makes 4 groups of 25

Test

1. What is ¼ of a century?

2. If a centurion sent ½ of his army to get food, how many soldiers would he have left?

3. How many centimetres are in ½ a metre?

4. If your Dad gave you €1 to share equally between you and 3 friends, how much would you get each?

Tuesday - Learning IntentionW.A.L.T.

(We Are Learning This)

W.I.L.F(What I am Looking For)

T.I.B.(This Is Because)

About 2-D shapes

Everyone to be able to name & describe shapes

accurately & precisely

Shapes are all around us.

With your group:

Please describe:

1. Rectangle

2. Square

3. Triangle

4. Circle

5. Semi-circle

6. Oval

Please write about:

Straight/curved sides

If any corners are/can be right-angled

Symmetry

Similarities to & differences between other shapes

What shape am I?

I have:

One curved side

No corners

Infinite lines of symmetry

What shape am I?

I am a

Circle

What shape am I?

Four straight sides

My sides can be the same length or different

Four corners

All corners have right angles

I have 2 lines of symmetry – a +

What shape am I?

I am a

Rectangle

What shape am I?

Four straight sides – all my sides are the same length

I’m a special type of rectangle.

Four corners

All corners have right angles

I have 4 lines of symmetry – a + and an x.

What shape am I?

I am a

Square

What shape am I?

One straight side and one curved side

Two corners

One line of symmetry

What shape am I?

I am a

Semi-circle

What shape am I?

Three straight sides

Three corners

One of my corners can be a right angle – but it doesn’t have to be

Some types of me are symmetrical and others aren’t

What shape am I?

I am a

Triangle

What shape am I?

One curved side

Two lines of symmetry only

No corners

Not a circle – look like a circle stretched out of shape

What shape am I?

I am an

Oval

Wednesday - Learning Intention

W.A.L.T.(We Are Learning This)

W.I.L.F(What I am Looking For)

T.I.B.(This Is Because)

How 2-D shapes fit

together to make nets

Everyone to tell me what 3-D

shape would be made when the 2-D shapes are put together.

2-D shapes put together can make 3-D shapes. Nets show how boxes are made. Boxes are used to hold many things. We use boxes every

day!

Activity

Break a box – what 2-D shapes is the box made of?

Thursday - Learning Intention

W.A.L.T.(We Are Learning This)

W.I.L.F(What I am Looking For)

T.I.B.(This Is Because)

About area Everyone to be able to measure

the area of everyday things

using non-standard units

e.g. playing cards etc.

Area is important. We need to know the size of things like table-tops, gardens, fields, houses. Area is often used by grown-ups.

What is area?

Friday

Tables Test

Self-Assessment:

What have I learned this week?

What do I need to learn next?

How will I go about learning this?

Resources:

Boxes

Cards & other things for measuring area

Shape flashcards

Methodologies & Differentiation:

Methodologies: Talk & Discussion

Active Learning

Guided & Discovery Learning

Collaborative Learning

Skills through Content

Using the Environment

Free Exploration of Materials

Investigative Approach

Teacher-directed Approach

Use of ICT

Differentiation by:

Teaching Style

Support

Resource

Outcome

Grouping