Age 10-11 The Red Planet: Day 2 Maths Plan

Learning Objective

To find the difference between temperatures on Mars

Steps to Success

1. I can find the find the difference between temperatures

Number line- coldest first, hottest second
Ten or zero
Jump to ten or zero- How many?
Jump to hottest- How many?
Add jumps

2. I can understand adding and subtracting negative and positive numbers

If they’re the same, then add
If they’re different, then subtract

Optional Lesson Prep.

If this Maths unit is being taught separately from our writing unit, or if this lesson is being taught before the writing lesson, then provide context by watching Literacy Scene 01 (PP65M.2.4-Slide 2 or/and discuss images PP65M.2.5) which shows a shuttle take off from the point of view of an astronaut. Who would want to be an astronaut? Why? Where do you think they are flying? Why? Do you agree with space exploration? Do you know any space facts? Explain that we are travelling to Mars and watch Literacy Scene 02 (PP65M.2.4-Slide 3 or/and discuss images PP65M.2.5). Discuss the journey looking at a diagram of our solar system (PP65M.2.4-Slide 4). Watch Literacy Scene 03 (PP65M.2.4-Slide 5 or/and discuss images PP65M.2.5) and ask learners to describe their thoughts and feelings as they stepped on to Mars. Explain we have landed on Mars to investigate the possibility of life. We need to take measurements and study the soil. Watch Maths Scene 01 (PP65M.2.4-Slide 6 or/and discuss images PP65M.2.5), which shows an astronaut experimenting and taking temperatures on Mars, to provide further context.

Notes

• For support, the on-line version of this lesson is available at Teaching Alive.
• Marking is available in TC65M.2.1Mark.
• Suggested curriculum links highlighted in green are differentiated objectives from a future years’ curriculum.
• When modelling examples, questions designated by E are designed for learners to copy into books or on paper to set presentation expectations and support different styles of learning.
• In the investigation option the rules for adding and subtracting positive and negative numbers are: Two like signs become a positive sign and two unlike signs become a negative sign.
• If animations are available, click on the Scene link in the PowerPoint to view. Images are provided (see PP65M.2.5) as an alternative and can used to re-cap.
• Plans and PowerPoints are detailed and thorough to provide teaching structure, if needed, for the whole or parts of the lesson. An alternative streamlined PowerPoint is also provided- PP65M.2.6Stream.

Starter (10 mins)

• Key questions to last lesson’s Assessment Group (LMA) to reflect on learning. (PP65M.2.1-Slide 2)
Talk Time (Grouped Pairs)
• Watch Scene 02 which shows an astronaut being stranded on Mars (PP65M.2.1-Slide 3 or/and discuss images PP65M.2.5). What has happened? What should his/her first priorities be? Discuss how our problem has changed because we are stranded. (PP65M.2.1-Slides 4-6)

Main (20 mins)

• Introduce our learning objective and the first part of a problem to find temperature differences on Mars (PP65M.2.1-Slide 7-8).
• Model the simple steps of counting on, using a number line and positive temperatures from 0 to 20. Establish steps to success and actions using counting aids for LA (PP65M.2.1-Slides 9-10 & TC65M.2.1).
• Move on to negative numbers starting with the lowest number, adding on to zero as a positive number and then adding on to the higher number, amending and repeating steps to success with actions (PP65M.2.1-Slide 11 & TC65M.2.1). Look at more examples repeating steps and actions (PP65M.2.1-Slides 12-13).

Talk Time (Grouped Pairs)
• Print out PP65M.2.1-Slide 15 and give instructions for Group C to draw their own number lines in pairs and find the difference with larger numbers by counting on. Challenge each other with three and then investigate adding and subtracting positive numbers.
• Ask Group B to count on with numbers from -10 to +10 on number lines, inventing their own questions if finished (PP65M.2.1-Slide 16).
• Assess Group A using PP65M.2.1-Slide 16 or print PP65M.2.1-Slide 17 and support.
• Check answers for Group A and B (answers for Group C can be discussed during their activity) (PP65M.2.1-Slides 18-19).

• Recap steps to success and activities for groups including actions (see TC65M.2.1). Explain that Group C may look at understanding adding and subtracting negative and positive numbers using balloons and weights. (PP65M.2.1-Slides 20-24).

Groups (25 mins)

LA (Group A)
Find differences in temperature from 0 to 20 using a number line as support (PC65M.2.1).
Ext– Invent own or differences from -13 to +13 (PC55M.2.2).

LMA (Group B)
Find differences in temperatures from -13 to +13 using a number line as support (PC65M.2.2).
Ext– Differences from -53 to +53 (PC65M.2.3).

MA (Group B)
Find differences in temperatures from -13 to +13 or -53 to +53 using a number line as support. (PC65M.2.2 or PC65M.2.3).
Ext– Increases and decreases with support (PP65M.2.3- Slides 2-7 & PC65M.2.4).

HA (Group C)
Understanding adding and subtracting negative numbers (see Investigation Option).
Ext – Problems involving differences and increases/decreases (PP65M.2.3 Slides 8-10 & PC65M.2.5).

Plenary (5 mins)

• Two chdn stand back-to-back. Call out a number and a number to be increased or decreased crossing over zero. Winner shouts the answer and “splat” and turns and splats an imaginary pie. (PP65M.2.1-Slides 25-32)
• Self-assessment (PP65M.2.1-Slides 33-34)

Assessment Group

Support with investigation.
Challenge to add and subtract negative numbers independently.

Investigation Option

HA
Recap steps to success and answers from talk time in the introduction. Explain adding and subtracting negative numbers in the context of balloons and weights. Use PC65M.2.6 and go through step by step as a group concluding and generating new steps to success and actions (PP65M.2.3 Slides 2-23 & TC65M.2.1). Challenge children to answer questions from board using steps (PP65M.2.3 Slide 22).