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Numeracy Focus |
Problems involving 'real life' money or measures. |
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Learning Objectives |
· To use a spreadsheet to solve simple number problems.
· To translate written problems into numerical operations.
· To represent number problems in algebraic terms. |
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Resources |
Set up the large display if available. Make copies of the Number Problems sheet for this
lesson. There is a simpler version: Number
Problems (2). |
Revision /
oral |
Warm up with problems presented orally, for children to extract the
mathematics: 'If I drive 3 miles each way to school every day, how far
is that in a week?'
Review the formulas used in the last lesson. Ask for examples
of multiplication and division, then examples involving more than 2
operands:
Recap how we find the percentage of an amount. What is 80% of 100,
of 200, of 520, of 20? Can pupils suggest the formula?
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Main activity |
Introduce the Number Problems sheet. Record the result in the 'answer'
column in the 'Percentage' section: write the formula in column C or
D. Remind them to think through the mathematics first, then build the
formula.
Reinforce the need for entering correct values, i.e. to two decimal
places when working with money (2.5 or 2.50 for £2.50, 0.43 for
43 pence).
Give the opportunity to clarify any point of the set task. Decide whether
they should check work manually, or use calculators.
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Support |
The simpler
sheet involves less complex calculations. Check that pupils get the
subtraction the right way round in (2), and that money is correctly entered,
with decimal points, in (5) and (6). |
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Extension |
Ask pupils
to devise their own problem using at least two operators. |
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Plenary |
Review the formulas which the children have used. Are there different
ways of getting the answers?
Mental arithmetic questions: the answer is given, and the pupil must
suggest a formula to find the answer. Include all four rules of number.
Ask, 'Make up one of your own. Your answer must be 15. How many different
operators can you use?'
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