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Year 5 Lesson 63: Strand: Main Focus: Objectives: Prior Learning: Key Vocabulary: Outcomes: Starter

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Shu Ann Oh
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70 views4 pages

Year 5 Lesson 63: Strand: Main Focus: Objectives: Prior Learning: Key Vocabulary: Outcomes: Starter

Uploaded by

Shu Ann Oh
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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Plan: Abacus Year 5 Week: Week 13 School Name: Sayfol International School Teacher: Shu Ann Oh Class: 5F Date:

09/04/2019

Year 5 Lesson 63

Strand: NPV Number and place value; PRA Problem solving, reasoning and algebra
Main Focus: Find square numbers and square roots, finding patterns and making and testing rules
Objectives: NPV.67 Identify square numbers up to 100, understand concept of a square root, relate square roots to square numbers; PRA.70 Identify patterns, devise and test
rules and use them to make predictions
Prior Learning: Find the area of a square
Key Vocabulary: square numbers; square root; area; units; squared; consecutive; digital root
Outcomes: Children can: find square numbers; begin to find square roots; find a pattern, come up with a rule and test it out.

Starter:
ST 5.13.3 Factors
Put chn in pairs. Write 20 on the whiteboard. They work in pairs to list all its pairs of factors. Rpt with 24. Ask pairs to choose their own number less than 50 and to find all its pairs of
factors. Whose number had the most pairs of factors?

Main Teaching:
Teaching
• Show a 3×3 square on a squared background (Screen 5.13.3a). What is the area of this square? Remind chn that we can count the squares, or we could multiply one side by
another, i.e. work out 3 × 3 to give 9 square units.
• Rpt for 4 × 4 and 5 × 5.
• Look at the table on Screen 5.13.3b and reveal the first five rows together.

Abacus Plan © Pearson


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To revert to the original Word files, re-download them from ActiveLearn Primary.
Short task
Chn work in pairs to copy and complete the table. Give squared paper to any who need support.
Teaching
• Say that the numbers in the right column are called square numbers. To find a square number, you multiply a number by itself. Show how to write 3 2 . Three squared is nine.
Write 3 2 = 9.
• What is ten squared? Chn respond by writing 102 = 100 on whiteboards. Rpt with other numbers less than 13.
• Draw a square on the whiteboard and write 16 in the middle. Say that this square has an area of 16 square units. Ask chn if they can work out what lengths its sides are. What
number multiplied by itself gives sixteen? Tell chn that we call this the square root of 16. Write on the whiteboard. The square root of 16 = 4.
• Ask chn what the square root of 25 is. In other words what number multiplied by itself gives twenty-five? Rpt with other square numbers.
• Show a 12×12 multiplication grid on Multiplication grid tool 5.13.3. Ask different chn up to the whiteboard to highlight square numbers. Once all are highlighted discuss the
diagonal pattern. Explain that chn are going to work together in pairs to find other patterns about square numbers.

Key questions
• How do we find the area of a square?
• Which of these numbers on the grid are square numbers?
• What is the square root of twenty-five?

Watch out for


• Chn who confuse squaring with doubling.
• Chn who continue to count squares rather than multiplying the lengths of the sides together.

Core:
(T) PSR.C 5.13.3 The difference between consecutive square numbers

Abacus Plan © Pearson


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To revert to the original Word files, re-download them from ActiveLearn Primary.
Chn work in pairs to find the difference between consecutive square numbers. 2 2 - 1 2 = ?, 3 2 - 2 2 = ? and so on, using RS 122 Multiplication grid (12 times-table) if necessary.
What do they notice? They check this works for all squares up to 12 × 12, then continue, finding square numbers from 13 to 20 using the grid method or a calculator as appropriate.
Chn should then check to see if it works for larger consecutive square numbers, e.g. 21 2 - 20 2 .

Assessment focus
• Can children find square numbers?
• Can they spot a pattern; make and test a general rule?

Support:
(T) PSR.S 5.13.3 The difference between consecutive square numbers
Chn work in pairs to find the difference between consecutive square numbers. 2 2 − 1 2 = ?, 3 2 − 2 2 = ? and so on. What do they notice? They check this works for all squares up to
12 × 12, then continue, finding square numbers from 13 to 20 using the grid method or a calculator as appropriate. Chn should then check to see if it works for larger consecutive
square numbers, e.g. 21 2 − 20 2 . Sit with chn to begin with and help them to work methodically, constructing a table to record their findings of the first five or so differences before
they use a calculator to explore differences between larger consecutive square numbers. Encourage them to see if they can see the link between the difference and the sum of the
numbers before they were squared and then ask them to check that this works for all consecutive squares.

Assessment focus
• Can children find square numbers?
• Can they spot a pattern; make and test a general rule?

Extend:
(T) PSR.E 5.13.3 The difference between consecutive square numbers
Chn work in pairs to find the difference between consecutive square numbers. 2 2 − 1 2 = ?, 3 2 − 2 2 = ? and so on. What do they notice? They check this works for all squares up to
12 × 12, then continue, finding square numbers from 13 to 20 using the grid method or a calculator as appropriate. Chn should then check to see if it works for larger consecutive
square numbers, e.g. 21 2 − 20 2 . Chn test their theories on a selection of larger squares and work in pairs with a calculator to predict what the difference will be. They each choose
a pair of consecutive numbers, the partner uses the ‘rule’ to say what the difference will be and they check using a calculator. If chn work quickly ask them to investigate the digital
roots of square numbers and to look for a pattern. Can they predict the digital root of the next square number? The pattern is 1, 4, 9, 7, 7, 9, 4, 1, 9 repeating after every multiple of 9
squared − the final 9 in the sequence is a multiple of 9 squared.

Assessment focus
• Can children find square numbers?
• Can they spot a pattern; make and test a general rule?

Further Support:
Chn draw squares on squared paper to help with the concept of finding square numbers. They count the squares across and the squares down to see the connection. Constantly
reinforce that 3 × 2 is not the same as 32.

Abacus Plan © Pearson


Pearson is not responsible for the quality, accuracy or fitness for purpose of the materials contained in the Word files once edited.
To revert to the original Word files, re-download them from ActiveLearn Primary.
Depth and Extension:
N/A

Plenary:
Ask chn to feed back what they found (that the difference is the sum of the two numbers being squared). What is forty squared? How much bigger will forty-one squared be? Check
with your calculator. Test the rule with other pairs of larger square numbers. If forty squared is one thousand six hundred, the square root of one thousand six hundred is forty. Show
chn how the square root sign is written and ask them to find it on their calculators. You will need to check how their calculators work – some require the number then the root key,
others the root key followed by the number. Do you think ten thousand might be a square number? If it is, when we find the square root, it will give a whole number. Chn check. Rpt
with 400, 4000, 250 and 2500.

Physical Resources Photocopiables Digital Resources Suggested Homework


• calculators with a square root sign • RS 122 Multiplication grid (12 times- • Lesson: Year 5 Individual Practice Games
• squared paper table) • Multiplication grid tool 5.13.3 • Reel It In 5.13a
• whiteboards • Screen 5.13.3a • Reel It In 5.13b
• Screen 5.13.3b • Reel It In 5.13c

Abacus Plan © Pearson


Pearson is not responsible for the quality, accuracy or fitness for purpose of the materials contained in the Word files once edited.
To revert to the original Word files, re-download them from ActiveLearn Primary.

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