Page 26 - Supply teacher lesson plans

Securing number facts, understanding shape

o Addition and subtraction of decimals (use money – they relate well to it usually!)
o Mental recall of sums/differences/double and halves (of decimals too)
o Look at common multiples of various factors. Translate to LCM in fractions if able, 1/3 and
1/4 can be converted to 4/12 and 3/12, show physically cake/bar of chocolate
o Sort a set of data using a Venn Diagram, and/or a Carroll Diagram, be careful not to confuse
the two.
o Using a calculator to check sums you have written on board (write ten on board, using
brackets? and get about half wrong!) Children to estimate first.

Handling data and measures

o Probability: Children to make up predictions, it will rain tomorrow, England will win the
Links to World Cup, a dodo will be found wandering on the beach down the road, and place them
curriculum on a scale of probability… use language first, never, unlikely, even chance, likely,
certain, but then divide numerically, 0% chance – 100% chance.
o Find the mean, median and mode: Collect data from classroom, can be words (favourite
author, science topic) to start, but then onto figures (month 1-12 in which born, house
number etc.) Represent in frequency table, pictogram, bar/line graph and find the mode.
o Give children a set of data, hidden in story perhaps, or include irrelevant information at
least, and ask them to interpret/organise into chart/table form, ready to answer your
questions (the difference, the range, total, how many more if, etc.) then ask them to create
two questions to ask rest of class.
o Estimating length of objects around the classroom, or go and collect a few different leaves,
and estimate their lengths (place in length order first). Measure in cm.
o Give set of measurements (relate to children's lives) and ask to convert to another unit of
measure, i.e. shoe 18.9cm, to mm, can of Coke 330ml, to l.

Calculating, measuring and understanding shape

o 24-hour clock: introduce, show how to convert, then convert meaningful times to the
children (waking, start of school, etc.)
o Give chn a number sentence, include brackets & show how they must calculate the brackets
first, set out clearly, ask them to work through more examples.
o Parallel and perpendicular: investigate/draw/classify shapes according to these terms.
o Have you got protractors? Estimating, measuring and drawing given angles.
Star fillers o Angles on a straight line… cut the line with a perpendicular on, then investigate lines
cutting it at different angles (will have 4 angles, 2 pairs.)
o Coordinates: find a map (theme park? treasure island? perfect school?) with labelled lines,
slowly introduce coordinates in the spaces (2.5, 3) or (25, 30).
o Pattern in translation: cut a square, cut a piece out of it, and place it on the parallel side,
translate shape. Children to create their own.
o Pattern in reflection: mirrors? Use hypothetical line of symmetry, reflect below, can they
also reflect their simple shape to left and to right?