MEP Book 2: Lesson Plans

R: Operations already learned. Practice Lesson Plan

Bk2 C:
E:
Decomposing numbers into sums and products
Remainders. Puzzles 89
Activity Notes
1 Number cards (or Cuisennaire rods) Whole class activity
Show me the number I am describing with number cards (or the
Cards (rods) shown in unison
correct Cuisennaire rod) when I say.
e.g. 1 quarter of 32 (8), 1 fifth of 40 (8), 1 quarter of 20 (5), Agreement, checking,
4 times 3 (12), 2 times 6 (12), 1 third of 9 (3), etc. praising
5 min
2 Grouping by 3, with remainder
Whole class activity
T has pictures of 4 different kinds of fruit stuck or drawn on BB.
Let's count them. First let's put them into groups of 3.
Use whole copy master,
Ps come out to circle the fruit in 3s and write a multiplication about it. enlarged; or cut out individual
Class agrees/disagrees. pieces of fruit and stick to BB
BB:
Agreement, checking, praisng
Ps copy multiplications into
their exercise books (Lesson
no. and date)
2 × 3+2 = 8 3 × 3 + 1 = 10 2 × 3+1 = 7 6 × 3 + 1 = 19
Show of hands.. Discussion
Who thinks it is easier to count the fruit in 3s than in 1s? Why? about quick ways to count.
10 min
3 Book 2, page 89, Q.1 Whole class activity
Read: We are packing 22 balls into boxes. Show how many Drawn or stuck on BB (or use
boxes we will need if we pack: enlarged copy master or OHP)
a) 3 balls in each box b) 5 balls in each box. Agreement, checking praising
Two Ps come out to circle the balls in 3s and in 5s. How many boxes Ps circle/write in Pbs too
could you fill? (7, 4) How many balls remain? (1, 2) BB:
T chooses 2 more Ps to come out to BB to write multiplications with a) 22 = 7 × 3 + 1
additions. Who agrees? Who thinks something else? 22 ÷ 3 = 7, remainder 1
Who can come and write the matching division? Class agrees/disagrees. b) 22 = 4 × 5 + 2
22 ÷ 4 = 5, remainder 2
15 min
4 Book 2, page 89
Individual work, monitored,
Q.2 Read: Four hens want to share out the eggs equally.
helped
How many eggs will each hen get and how many
Written on BB or use
will remain if there are 9 eggs, . . .
enlarged copy master or OHP
A, come and explain to us what the equations in part a) refer to.
Discussion, agreement,
Is A correct? Who thinks something else?
checking, self-correction
Let's see how many of these you can do! Check that your
BB:
division is correct by writing a multiplication too.
b) 16 ÷ 4 = 4, remainder 0
Review at BB with whole class. Mistakes corrected.
(If problems, demonstrate with Ps at front of class.) c) 17 ÷ 4 = 4, remainder 1
d) 20 ÷ 4 = 5, remainder 0
b) 22 ÷ 4 = 5, remainder 2
f) 39 ÷ 4 = 9, remainder 3
23 min
5 Interlude
Whole class in unison
Song or rhyme
25 min

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 MEP Book 2: Lesson Plans

Bk2 Lesson Plan 89

Activity * OHT 10 in MEP Transparency Collection at Notes

[Link]
6 Logic Puzzle (OHT 10)
Whole class activity
Look at this puzzle. What do you think the rule could be? (The
If no OHP, use copy master,
number at the top or sides of each column or row is the sum of all the
enlarged and coloured
numbers in that column or row. The same colour means the same
appropriately
number.) I will give you another rule: all the missing numbers have
only 1 digit. In unison
What should we do first? Let's say all the numbers the rectangles Let Ps suggest method of
could be. '0, 1, 2, 3, 4, 5, 6, 7, 8, 9' (T writes in a vertical line on BB.) solution throughout
We have to work out which of these numbers each colour represents.
Solution:
What gives us a clue? (the 'key' below the puzzle.) T (or P) reads it
out: 'twice the dark blue gives the dark green, twice the dark green Dark Blue → 1
gives the light green, twice the light green gives the orange. Which of Dark Green → 2
the numbers we have written on the BB could these colours represent? Light Green → 4
Orange → 8
B, come and write in what you think the missing numbers in the key Red → 3
could be. Why did you write them? Who agrees? Let's check. Pink → 9
(If nobody knows, T gives hint.) Violet → 7
Dark blue has to be '1', because it is the only one of the numbers which Yellow → 5
can be multiplied by 2 three times and still remain a 1-digit number. Light Blue → 6
(Discuss the fact that 0 is impossible because if blue was zero, all the
other 3 colours would be zero too, but they are all different.)
Involve as many Ps as possible
If dark blue is '1' what must the dark green (light green, orange) be? Ps in discussion/solution
come out to write in the missing numbers. (2, 4, 8) Class agrees/ disagrees.
Ps could have own copies of
What other clue are we given? (In 2nd row of 'key', 3 times the red gives puzzle to colour appropriately
the pink.) Elicit that the only number left (apart from zero which is again and fill in if they want.
impossible) which can be multiplied by 3 and still remain a 1-digit number
is '3', so brown must be 3 and pink must be 9.
Where should we go next? (e.g. 1st column) (Other orders possible – Ps
BB: 4 + 4 × 2 + 2 × 9 + 2 × violet is 44, suggest where to go next)
4 + 8 + 18 + 2 × violet is 44,
30 + 2 × violet is 44, so 2 × violet is 44 – 30 = 14,
Agreement, praising
so violet must be 7.
Continue in this way until puzzle is completed (e.g. then 3rd column (Practice in addition, subtraction,
from right to get yellow, then last column to get light blue). multiplication and division)

Let's check that our solution is correct. Ps choose columns/rows at Checking, agreement
random and confirm that numbers add up to number at top/beginning.
Extension Ps could make up own puzzles (e.g. 6 × 4 rectangles) . To do at home if Ps want to
38 min
7 Book 2, page 89 Individual work, monitored,
Q.3 Read: Colour a route through the maze so that the numbers helped
passed add up to 65. Drawn on BB or use enlarged
Review at BB with whole class. Alternative solutions discussed. copy master or OHP
e.g. 35 + 5 + 4 + 6 + 8 + 3 + 4 = 65 Quick checking
or 35 + 8 + 4 + 2 + 8 + 4 + 4 = 65 Praising

45 min

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 MEP Book 2: Lesson Plans

R: Mental operations Lesson Plan

Bk2 C:
E:
Decomposing numbers into sums and products
Problem solving. Inequality in context 90
Activity Notes
1 Sequences
T says the first few elements in a sequence. T points to Ps to continue it. Whole class activity
What is the rule? What else do you notice about the numbers?
In relay, at speed
• T: '2, 5, 8, . . .' (Ps: 11, 14, 17, . . .)
Rule: increasing by 3. If divided by 3, remainder is 2. Discussion, agreement
• T: '35, 31, 27, . . .' (Ps: 23, 19, 15, . . .) In relay, at speed
Rule: decreasing by 4. If divided by 4, remainder is 3. Discussion, agreement
(T gives hint about remainders if nobody notices.) Praising
5 min
2 Number snake
Whole class activity
T divides the class into 3 teams (A, B and C all with a roughly equal
ability range). T gives each team a number, e.g. 24, 33 and 45. T encourages creativity
Ps from one team at a time come out in relay to BB to write out their At a good pace
'number snake' . e.g
Other two groups applaud what
A: 24 = 20 + 4 = 2 × 12 = 3 × 8 = 25 – 1 = 48 ÷ 2 = 3 × 7 + 3 = . . . they think are 'creative'
B: 33 = 30 + 3 = 20 + 12 = 3 × 7 – 2 = 40 – 7 = 66 ÷ 2 = . . . equations and point out
C: 45 = 40 + 5 = 20 + 15 = 5 × 9 = 50 – 10 = 90 ÷ 2 = . . . incorrect or repeated ones.
The winner is the team with the longest (correct) 'snake'. Awards (stars/stickers) given
10 min
3 Book 2, page 90 Individual work, monitored,
Q.1 Read: Make up multiplications from the numbers in the bags helped
and solve them. Choose the 1st number from Bag A Initial discussion on strategy
and the 2nd number from Bag B. Drawn on BB or use enlarged
How could we write them out in a logical order? (Start with copy master or OHP
the '3' from Bag A multiplied by each of the numbers in Bag B, Agreement, checking,
then the '4' from Bag A, etc.) praising
Review at BB with whole class. Mistakes corrected.
(Or done as whole class
How many multiplications are possible? (3 × 5 = 15, i.e. for activity with number cards in
each of the 3 numbers in Bag A, there are 5 possible numbers in 2 opaque bags and numbers
Bag B.) withdrawn one at a time)
16 min
4 Interlude
Relaxation with music playing Whole class relaxing

18 min
5 Book 2, page 90
Individual work, monitored
Q.2 Read Each number is the sum of the 2 numbers directly below it.
Drawn on BB or use enlarged
Fill in the missing numbers.
copy master or OHP
Let Ps try without help first. Review at BB with whole class. In unison
Which number is at the top? (100) T writes in numbers as Ps
Areement, checking, praising
dictate them.
Solution:
P comes out to explain method of solution. (Start with 8 + 9 = 17) 100
43 57
(Or done as a whole class activity, with Ps coming out to write in 17 26 31
numbers and explain reasoning.) 8 9 17 14
7 1 8 9 5

24 min

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 MEP Book 2: Lesson Plans

Bk2 Lesson Plan 90

Activity Notes
6 Money Whole class activity
T has 3 items on table at front of class (or pictures cut out from copy Discussion, reasoning,
masters or magazines) each with a price tag of 9 p, 28 p or 49 p. agreement, checking, praising
We only have 5 p coins in our purse. How many would we need to BB: 9 p ÷ 5 p = 1 (coin),
pay for this item? (T holds up item costing 9 p) remainder 4 p
T asks several Ps what they think. Let's think of it like this. so 2 coins needed, 1 p change
How many 5 ps are in 9 p? Let's write it as a division on the BB. Check: 2 × 5 p – 1 p = 9 p
T writes with help of Ps.
28 p ÷ 5 p = 5 (coins),
So how many 5 p coins would we need to pay with? (2: 1 whole 5 p remainder 3 p
and then another 5 p coin to pay the remaining 4 p; we would get 1 p so 6 coins needed, 2p change
back in change)
Check: 6 × 5 p – 2 p = 28 p
Repeat for the other two items. Ps could write equations in Ex. Bks too.
49 p ÷ 5 p = 9 (coins),
(Ps could have 5 p and 1 p coins on desks and work in pairs, one as
remainder 4 p
the customer and the other as the shop assistant.)
so 10 coins needed, 1 p change
Extension How many 5 p (10 p) coins would be needed to pay for something Check: 10 × 5 p – 1 p = 49 p
costing 13 p (19 p, 24 p, 37 p, 59 p) and what change would there be?
Ps put up hands if they know.
31 min
7 Book 2, page 90, Q.3
Whole class activity
Read: Vicky had 57 p. She bought a carton of orange juice and now
has more than 30 p, but less than 38 p, left. Table drawn on BB or use
enlarged copy master or OHP
How much could the orange juice have cost? Fill in the table.
If Vicky has more than 30 p, but less than 38 p left, what are the Ps show amounts on number
possible amounts she could have left? T writes down Ps' responses in line and T writes the inequality
bottom row of table: 31 p, 32 p, 33 p, 34 p, 35 p, 36 p, 37 p BB: 30 p < amount left < 38 p
If she has 31 p left, how much did she pay for the orange juice? Ps fill in table in their books d
X, come and fill in the missing amount. Who agrees? etc. too
Ps come out to complete the other columns in a similar way, checking At a good pace.
that the amounts in 2nd + 3rd rows add up to the amount in 1st row. Praising
36 min
8 Book 2, page 90 Individual work, monitored
Q.4 Read: Colour these shapes on the grid if the product of their (helped)
numbers is 24. Write the numbers in the shapes. Drawn on BB or use enlarged
T explains task. Review at BB with whole class. copy master or OHP
Solution: Self-correction. Praising
3 8 5 2 7 3 2 4 3 2 4
2 BB: 2 × 2 × 6 = 24
9 1 4 3 6 1 3 5
3 7 4 2 5 8 7 6
2 6 3 8 3 × 2 × 4 = 24
2 9 3 5 2 4 7 4 6 2 3 × 8 = 24
2 6 5 3 2 2 3 5 4 2 2 3 6 × 4 = 24
2 × 2 × 2 × 3 = 24
41 min
9 Book 2, page 90, Q.5
Whole class activity but Ps
Read: Write the answers as Roman numerals. can write in Pbs too
Revise what V, X, L and C mean. Ps come out to write in answers,
At a good pace
saying the equation as Arabic numbers too. Class agrees/disagrees.
Reasoning, agreement,
BB: a) V × II = X b) III × V = XV
c) VIII × II = XVI
checking, praising
IV × III = XII VI × V = XXX IX × II = XVIII
Class reads out equations in
XXX ÷ V = VI LX ÷ VI = X C ÷ X = X
unison
45 min
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 MEP Book 2: Lesson Plans

R: Mental calculation Lesson Plan

Bk2 C:
E:
Decomposing numbers into sums and products
Problem solving, Order of operations 91
Activity Notes
1 Equations competition Whole class activity
T writes 3 numbers on left, middle and right of BB: 35 42 50 Use copy master, enlarged
T divides class into 3 teams of equal ability, one for each number. and cut out
T says 'Start!' One P after another from each team comes to BB to At speed (3 Ps at a time
write an equation describing their number. (Ps may have other turns if working on BB)
there is time.) After about 2 minutes, T says 'Stop!'. (Develops creativity)
Class reviews each team's equations. The team which has most correct, Agreement, checking, praising
different equations wins! T gives a 'star' for the most creative equation. Ps give '3 cheers' to winners
5 min
2 Problem
Whole class activity
Listen carefully, do the calculation in your heads and show me the
answer with number cards when I say. (Develops concentration and
mental visualisation)
I have 13 sweets in my pocket and want to divide them up equally
among 3 pupils. How many sweets will be left for me? T repeats question slowly
Show me the answer . . . now! (1) In unison
A, come and explain your answer. Who agrees? Who thinks some- Discussion, agreement,
thing else? Demonstrate with Ps at front of class if necessary. checking, praising
Repeat for other numbers: 22 ÷ 4, 33 ÷ 5, etc. BB: 13 = 3 × 4 + 1
13 ÷ 3 = 4, remainder 1
10 min
3 Book 2, page 91 Individual work, monitored,
Q.1 Read Each number is the sum of the 2 numbers directly below it. helped
Fill in the missing numbers. Drawn on BB or use enlarged
Let Ps try without help first. Review at BB with whole class. copy master or OHP
Which number is at the top? (100) etc. T writes what Ps dictate
Ps come out to explain methods of solution. (e.g. start with Areement, checking, praising
5 + 9 = 14, or 1 + 4 = 5, or 4 + 5 = 9) Solution: 100
36 64
(Or done as a whole class activity, with Ps coming out to write in 14 22 42
numbers and explain reasoning.) 5 9 13 29
1 4 5 8 21
16 min
4 Book 2, page 91, Q.2
Whole class activity
Read The product of the 4 numbers in each row or column is equal to
the number at the end. In each square, the same mark means Drawn on BB or use enlarged
the same number. Fill in the missing numbers. copy master or OHP
a) Where should we start? (top row as all the numbers are the same) Discussion, agreement,
Ps come out to fill in missing numbers and explain reasoning. checking, praising
Class agrees/disagrees. Final check that all horizontal and vertical Check:
multiplications are correct.)
Solutions: 2 × 2 × 3 × 2 = 4 × 6 = 24
b) As in a) but
3 × 3 × 2 × 5 = 9 × 10 = 90
starting at the a)
2 2 2 2 = 16 b) ✵
2 3 2 3 = 36
✵

3rd column. ❈ etc.

2 4 2 2 = 32 5 1 2 2 = 20
❈
3 2 2
▲
1 = 12
✵
3
✵
3 2
❈
5 = 90
(Or done as individual work if
▲ the majority of Ps want to try
2 1 5 7 = 70 2 2 2 1 =8
= = = = = = = =
it alone. T monitors and helps
24 16 40 28 60 18 16 30 those having difficulty)
26 min
5 Interlude
Action song Whole class in unison
28 min
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 MEP Book 2: Lesson Plans

Bk2 Lesson Plan 91

Activity Notes
6 Book 2, page 91, Q.3 Whole class activity
Read: Fill in the missing numbers. Written on BB or use enlarged
Look at the first equation in part a). What do you think the LHS equals? copy master or OHP
B, come and write in the missing number. Who agrees? Who thinks Reasoning, agreement,
something else? BB: 2 × 3 + 9 = 6 + 9 = 15 checking, praising
Talk about the order of calculating operations.
Discussion, demonstration
• If there are no brackets, always do the multiplications or divisions
before the additions or subtractions . BB:
6
• If there are brackets, do the operation inside the brackets first. a) 2 × 3 + 9 = 15
12
T demonstrates the two situations by drawing in brackets around the 4 × 3 – 2 = 5 × 2 (10)
(3 + 9) BB: 2 × (3 + 9) = 2 × 12 = 24 28
4 × 7 – 12 = 4 × 4 (16)
Are there brackets in any of the equations in this question? (No) 8
b) 16 ÷ 2 – 1 = 28 ÷ 4 (7)
So what should we calculate first? ( multiplications and divisions) 4
16 ÷ 4 + 1 = 15 ÷ 3 (5)
Ps come out to write value above RHS and LHS of equations. Other 7
Ps come out to fill in the missing numbers, esplaining reasoning. 14 ÷ 2 + 1 = 32 ÷ 4 (8)
Class checks that they are correct.. Praising
35 min
7 Book 2, page 91
Q.4 Read: Measure the sides of the rectangles and fill in the Whole class discussion about
missing lengths. shapes first
T reminds Ps how to measure accurately with rulers. Why are Use enlarged copy master or
there only 2 missing lengths in A and D when they each OHP for demonstration only!
have 4 sides? (In rectangles, opposite sides are equal.)
Why is there only 1 missing length in B and C? (B and C are
also squares and have all 4 sides equal.) Individual work, monitored,
helped for measuring
Review lengths at BB with whole class. Mistakes corrected.
Read: Write an equation for each rectangle to show the total
length of its 4 sides.
Demonstration
T talks about starting at one corner of A and walking all the way
round the outside. This measurement is called the perimeter. (BB) BB: perimeter
Ps come out to BB to show perimeters of B, C and D. Individual work, monitored
Ps write down equations for each of rectangles in Pbs. Discussion, agreement,
Review at BB with whole class. T chooses Ps who wrote checking, praising
the equations in different ways to demonstrate/explain on BB. BB: A: perimeter =
Which way is correct? (all correct) 4 cm + 3 cm + 4 cm + 3 cm
Which do you think is easiest? Why? (e.g. using brackets = 2 × 4 cm + 2 × 3 cm
requires least number of calculations and is shortest) = 2 × (4 cm + 3 cm)
= 14 cm etc. for B, C, D
42 min

8 Tesselation Whole class activity

Which of these rectangles could we use to cover the other rectangles
T has cut-out rectangles from
exactly? How many would we need? Deal with one rectangle at a
copy master ready for
time. Ask several Ps what they think.
demonstration on BB
How could we make sure we are correct? (Demonstration with cut- (or Ps have them on desks)
out rectangles or by drawing on squared paper or by calculation.)
Discussion, agreement,
Elicit that: A can be covered exactly by B (12) and D (2)
checking, praising
B can be covered exactly by none
C can be covered exactly by B (4) Preparation for area and
D can be covered exactly by B (6) combinatorics
45 min
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 MEP Book 2: Lesson Plans

R: Mental calculation Lesson Plan

Bk2 C:
E:
Decomposing numbers into sums and products
Problems. Sequences. 92
Activity Notes
1 Equal values Whole class activity
Tell me an addition, subtraction, multiplication or division which is At speed round class
equal to the number I am describing. Class points out mistakes or
e.g. T says '2 × 4', P1 says '5 + 3', P2 says '12 – 4', P3 says 1 × 8, repeats
P4 says '24 ÷ 3', etc. Encourage creativity
Repeat for 5 × 2, 4 × 5, 20 ÷ 4, 15 ÷ 5, etc. Praise 'original' ideas
8 min
2 Logic puzzle Whole class activity
The same shape means the same number. Let's fill in the missing numbers.
Drawn on BB or use enlarged
BB: a) 2 1 b)
4 5 copy master or OHP
× 4 2 × + 8 10 +
2 2 4 At a good pace
× ×
5
16 + 16 +
2 2 4 3 Reasoning, agreement,
× 4 8 × + 8 6 +
2 4 4 3 checking praising

Ps come out t write numbers in the shapes, explaining their reasoning. (N.B. The RHS of part b) has
Class agrees/disagrees. more than 1 solution)
16 min
3 Book 2, page 92, Q.1
Whole class activity
Read: The missing values are either 2 or 4. The arrow points
towards the value which is twice as much. Drawn on BB or use enlarged
Fill in the numbers and draw the missing arrows. copy master or OHP
Let Ps try to solve it themselves through class discussion. Ps decide Discussion, agreement,
where to start and where to go next, with agreement of rest of class. checking, praising
T gives hints only if necessary. T repeats inaccurate or vague
2 × 2 × 2 2 × 4 reasoning correctly
Solution:
2 × 2 2 × 4 × 4
Checking, praising
2 × 2 × 4 4 × 4

22 min
4 Interlude
Whole class relaxing
Relaxation, with music playing
24 min
5 Sequences
Whole class activity
T has 10 blank squared grids stuck to BB. Watch carefully while I
colour the grids and see if you can notice what the rule is.
BB: Grids drawn on BB or use
enlarged copy master or OHP
1 2 3 4 5 6 7 8 9 10
Reasoning, agreement
T colours in the first 3 elements. Who thinks they know which square
should be coloured next? P comes out to BB to colour next 3 grids. Rule: top left, top right,
bottom left, bottom right
Are they correct? What is the rule? Let's write the position numbers
below the grids. (1, 2, 3, 4, . . ., 10) 1, 5, 9, . . . (remainder 1)
• Which numbers would be below this grid? (T points to each in turn.) 2, 6, 10, . . . (remainder 2)
• Which grid would the 7th (8th, 9th, 12th, 15th, 18th, 26th, 32nd, 3, 7, 11, . . . (remainder 3)
35th, 40th) be? Ps come out to point and explain.
4, 8, 12, . . . (remainder 0)
Discussion about different remainders after division by 4.
when divided by 4
30 min
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 MEP Book 2: Lesson Plans

Bk2 Lesson Plan 92

Activity Notes
6 Book 2, page 92, Q.2 Whole class activity
Read: Fill in the missing numbers. Written on BB – pre-prepared
T revises the order of doing operations. Reasoning, agreement,
(If there are no brackets, do any multiplications or divisions first; if checking praising
there are brackets, do the operation inside the brackets first.) BB:
18
Ps come out to write value above RHS and LHS of equations. a) 9 × 2 = 6 × 3
Other Ps come out to fill in the missing numbers, explaining 6
reasoning. Class checks that they are correct. 18 ÷ 3 = 2 × 3
9
18 ÷ 2 = 27 ÷ 3
Extension Discuss the change in result if brackets were added. e.g.
12 b) 4 × 7 + 5 = 5 × 5 + 8
b) 4 × (7 + 5) = 5 × 5 + 23 LHS: 33
etc.
LHS: 48
35 min
7 Book 2, page 92, Individual work, monitored
Q.3 Read: Fill in the missing numbers. Ps count how many correct
Let's see how many of these you can do in 3 minutes! out of 12 (3 × 4). Praising
Try to do them without looking at your multiplication table. Reasoning, agreement,
Review orally round the class. Mistakes corrected. checking, self-correction
40 min
8 Book 2, page 92 Individual work, monitored
Q.4 Read: Colour the small rectangles according to their answers. (helped)
yellow: 1-digit and odd; green: 2-digit and odd;
Drawn on BB or use enlarged
red: 1-digit and even; blue: 2-digit and even
copy master or OHP
Review at BB with whole class. Mistakes corrected.
Discussion, agreement,
(N.B. 28 ÷ 2 = 20 ÷ 2 + 8 ÷ 2 = 10 + 4 = 14) checking praising
45 min
Extension Book 2, page 92 Individual work
Q.5 Read: I thought of a number, halved it, added 32 and Discussion at BB
(or to do subtracted 4 times 3. I ended up with 30.
at home) Reasoning, agreement,
What was the number I first thought of? checking, praising
Ps come to BB to explain how they worked out the answer. BB:
(Start with 30 and do the inverse operations.) ÷ 2 + 32 –4 × 3
20 10 42 30
Check the answer by starting at 20 and following the original × 2 – 32 + 12

operations.
50 min

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 MEP Book 2: Lesson Plans

R: Practice in calculation Lesson Plan

Bk2 C:
E:
Geometry: reflections
Crossing axes 93
Activity Notes
1 Symmetry Whole class activity and
Ps have mirrors, sheets of paper and scissors on desks. (If Ps are not individual work
happy using scissors, they can tear the paper.)
Fold your sheet in half, so that the edges meet exactly like this. (T Demonstration with large sheet
demonstrates to class.) Cut out (or tear) a shape from the folded edge. Monitoring, praising
Put your mirror along the fold (of both the piece cut out and the piece
Discussion, agreement
left). Open out the two pieces of paper. What do you notice?
BB: symmetrical shapes
Elicit that in both cases, the shapes on each side of the fold are exactly
the same (as they would be seen in a mirror). Who knows what we call
a shape in which two halves are the same? (symmetrical ) (BB)
The fold shows the mirror line (or line of symmetry).
mirror line
Who can tell me other shapes in the classroom which are symmetrical? Class agrees/disagrees
Where would the mirror line (line of symmetry) be?
Discussion, agreement,
T calls some Ps out to front to hold up their shapes (if possible, choose checking, praising
Ps with very different shapes). T holds up what is left of their sheets
in random order. Class decides which shape came from which sheet. (Shapes could be exhibited on
wall of classroom)
10 min
2 Mirror image Whole class and paired work
Lay out the shapes I describe in a line on your desk. following instructions from T
e.g. large, white, plain square, Ps have 2 sets of shape cards
then large, black, plain circle, and mirrors on desk
then large, black, triangle (2) T sticks shapes on BB too
with centre point, etc:
(1)
Hold your mirror vertically after the last shape (mirror line 1). Lay T demonstrates
out shapes from the other set of shape cards in the order you see in the Monitored, helped
mirror. This is called the mirror image. Ps read out shapes from
BB:
mirror line to right: 'large, white, plain hexagon, large white pentagon
with centre point', etc. Ps correct mistakes.
What do you notice? (shapes are in reverse order to original pattern,
i.e. shape nearest the mirror line is also nearest it in the mirror image. Discussion, agreement
What can we say about the whole pattern? (It is symmetrical.)
Ps gather up shapes in 'mirror image' and repeat exercise with the Monitored, helped
mirror held horizontally below the row of shapes (mirror line 2).
What do you notice? (shapes are upside down, i.e. points nearest the BB:
mirror are also nearest the mirror in the mirror image) N.B. This can
only be seen from the triangle and pentagon but Ps could put a mark on Discussion, agreement,
the top of the other shapes and confirm in mirror.) checking
16 min
3 Lines of symmetry
Whole class activity
T sticks some simple shapes or pictures on BB (drawn and coloured or
cut out from magazines) or Ps can find on posters. Which of these are Ps come out to BB to choose a
symmetrical? Where do you think the line of symmetry is? How can shape and show the line of
we check? (by folding or by using a mirror) Is there another one? symmetry (mirror line)
Discuss the fact that some shapes or patterns can be symmetrical about Discussion, agreement,
different lines of symmetry (e.g. a square can be folded in half checking, praising
vertically, horizontally or diagonally). T (or P) demonstrates
20 min
4 Interlude
Whole class in unison
Song or rhyme
22 min
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 MEP Book 2: Lesson Plans

Bk2 Lesson Plan 93

Activity Notes
5 Book 2, page 93 Whole class activity to start
Q.1 Read: We reflected all the 1-digit numbers and got these pictures.
Drawn on BB or use enlarged
Write the number we reflected below each picture.
copy master or OHP
Draw in the mirror line.
T explains what 'reflected' means. What numbers could they
be? (0, 1, 2, . . ., 9) In unison
Do part a) with whole class first, with Ps coming to BB to write Ps write in Pbs too
in numbers and draw mirror lines. Class agrees/disagrees. Discussion, agreement
Then Ps do part b) in Pbs. Review at BB with whole class. Individual work, monitored
Discuss that '8' has 2 possible mirror lines (lines of symmetry): Ps can check using mirrors and
horizontal and vertical. number cards if necessary
30 min
6 Book 2, page 93
Individual work, monitored,
Q.2 Read: Draw the mirror image of each shape. helped
The dotted lines are mirror lines.
What do you notice about the pictures? (The same shape each Drawn on BB or use enlarged
time but with 9 different mirror lines.) copy master or OHP
Deal with one shape at a time. Ps count the grid squares to help Ps may use a mirror if
them do the drawing/shading. Let Ps try on their own first, necessary
then discuss solution at BB with whole class.
Solution: Agreement, checking, self-
correction, praising

38 min
7 Book 2, page 93
Individual work, monitored
Q.3 Read: Practise calculation. (helped)
Deal with one column at a time. Set a time limit for each. T takes note of common errors
Review orally round the class, with Ps reading out the whole and individual misconceptions
equation and explaining reasoning (especially in cases which Discussion, agreement,
involve crossing tens). Other Ps check the divisions and checking, self-correcting
subtractions with multiplications and additions.
Demonstration if necessary (if
Who was correct? Who made a mistake? What kind of possible, a P who understands
mistake? Who did the same? Who made a different one? etc. explaining to Ps who have made
If problems, demonstrate on BB (at number line, on mistakes )
multiplication table, with Ps at front, etc.). Praising
45 min

© CIMT, Plymouth University

 MEP Book 2: Lesson Plans

R: Practice in calculation Lesson Plan

Bk2 C:
E:
Geometry: reflection
Lines of symmetry of regular polygons. Perimeter and area 94
Activity Notes
1 Multiplication and division practice (2, 3, 4, 5, 10) Whole class activity
a) T says a multiplication or division, P says product or quotient. At speed. T chooses Ps at
b) T says a number, P says a multiplication or division, random (or Ps can choose Ps
and ask the questions)
e.g. T: '20, P: '4 times 5' or '2 times 10'; T: '9', P: '3 times 3' or '36
divided by 4' Class points out mistakes
(Or done as a competition, with Ps standing at first and sitting down Praise creative answers to
when they have answered correctly. Team with fewest Ps standing wins.) part b)

5 min
2 Lines of symmetry Individual work, monitored,
Ps have 2 sheets of paper on desks ( rectangle and square). followed by whole class
a) Fold your rectangle in half so that the 2 opposite sides meet discussion
exactly and smooth down the fold. (T demonstrates with large sheet.) BB:
Open it out again. What does the fold show? (the mirror line or line a) b)
of symmetry) See how many other lines of symmetry you can find.
A, how many did you find? (2) Come and show us. Who agrees?
b) Repeat for the square (4 lines of symmetry) (Ps hold up sheets.) 2 4
10 min
3 Logic set
a) Lay out on your desk shapes which have exactly 3 lines of symmetry. Paired work , monitored
B and C, what have you put out? Who agrees? Who thinks some
Discussion, agreement,
thing else? (8 triangles: large or small, white or black, plain or with
checking. praising
red centre point, i.e. 2 × 2 × 2 = 8)
T draws an equilateral triangle on BB. Ps come out to draw in the BB:
3 lines of symmetry. Class agrees/disagrees 3
b) Hold up a shape which has exactly 5 ( 6) lines of symmetry.
Show me . . . now! (pentagon, hexagon) In unison
4 5 6
T draws each on BB and Ps come out to draw in lines of symmetry. BB:
How many of these are in your shape card set? (all 8: as for triangles)
Extension Which shape have we not mentioned yet from your sets? (circle)
How many lines of symmetry do you think a circle has? Ask several Ps Discussion, demonstration,
what they think. (Show on BB that they could go on and on drawing agreement
different lines of symmetry, i.e. an infinite number!) BB: : infinite number
20 min etc.

4 Interlude
Whole class in unison
Action song
22 min
5 Book 2, page 94, Q. 1 Whole class activity
Read: Which pictures are symmetrical? Draw the possible mirror Drawn on BB or use enlarged
lines in blue. Write below each picture how many mirror copy master or OHP
lines you have drawn.
Discussion, agreement,
Discuss that normal squares would have 4 mirror lines but that the checking, praising
shading on these squares makes them different. Deal with one at a
time. Ps come out one after another to BB to draw in a mirror line. BB:
When class is agreed that all are drawn, T writes in total number.
(Ps can draw/write in their books too. 1 2 0
Extension What part of each square is shaded? (1 quarter in first square, 1 half in
all the others)
4 4 0
28 min
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 MEP Book 2: Lesson Plans

Bk2 Lesson Plan 94

Activity Notes
6 Book 2, page 94 Individual work, monitored,
Q.2 Read: Put a mirror on the dotted line. Draw the mirror image helped
of each shape. Drawn on BB or use enlarged
T tells Ps to count the squares in the grid to help them draw copy master or OHP
lines of the correct length. Review at BB with whole class. Discussion, agreement,
Call out 4 Ps finished first to draw in the shapes on BB too. checking, praising
Class agrees/disagrees.
Solution: a) b) c) d)

34 min
7 Book 2, page 94
Q.3 Read: The total distance around the outside of a shape is Individual work, monitored,
called the perimeter. helped
Measure a side of each square and write its length in Drawn on BB or use enlarged
the box. copy master or OHP (for
Why do we only need to measure 1 side to work out the demonstration only)
perimeter? (In a square, all the sides are of equal length.) Discussion, agreement,
Deal with one square at a time. Review at BB with whole checking, self-correcting
class. Mistakes corrected. BB: A: 4 cm, B: 2 cm,
Read: Write an equation for each square to show the length C: 1 cm, D: 3 cm
of its perimeter. A: 4 × 4 cm = 16 cm
What kind of equation will we write? (multiplication, by 4) B: 4 × 2 cm = 8 cm
Ps write equations in their books. Review at BB with class. C: 4 × 1 cm = 4 cm
Elicit that the squares are the same shape, but different sizes. D: 4 × 3 cm = 12 cm
Each square is similar to the others, (larger or smaller but the A, B, C and D are similar shapes
same shape).
Show me 2 shapes from your shape card set which are similar to In unison
each other. (T shows more examples if necessary.)

Extension Which squares can be used to cover exactly (tessellate) which BB: tessellate
others and how many would you need? Discussion, visualisation,
Elicit that: A can be tessellated by B (4) and C (16) agreement, checking (by
B can be tessellated by C (4) calculation, or drawing or
demonstrating with cut-out
C can be tessellated by none
squares)
D can be tessellated by C (9)
Praising
42 min
8 Book 2, page 94, Q.4
Listen carefully and show me the answer with number cards when I Whole class activity
say. Write an equation in your books to help you.
A square has a perimeter of length 40 cm What is the length of each side? T (or P) repeats slowly
Show me . . . now! (10 ) In unison
X, come and explain how you worked out the answer. Reasoning, agreement,
Who agrees? Who thinks something else? Let's check. checking, praising
10 cm
Demonstrate with diagram on BB if problems. BB: 40 cm ÷ 4 = 10 cm
Check: 10 cm × 4 = 40 cm
45 min
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 MEP Book 2: Lesson Plans

R: Practice in calculation Lesson Plan

Bk2 C:
E:
Geometry: reflection, enlargement
Creative problem 95
Activity Notes
1 Practice in calculation Whole class activity
Ps come out to front in groups of 4 or 5. T says an addition/subtraction/ Turnover of Ps and
multiplication/division and Ps sit down if they are first to answer questioning done at speed
correctly. When one P is left, another 4 Ps come out to join him/her. All in good humour!
Continue until all Ps have been out to front. Differentiate questions so Praising only. Encouragement
that low ability Ps are not left at the end. of Ps who answer incorrectly
5 min
2 Mirror images using the logic set Paired work, monitored,
Place e.g. the large black triangle from 1 set on your desk like this. helped
T demonstrates on BB. Use a pencil as the mirror line. (T draws in the BB: e.g.
mirror line on BB.) Now lay down its mirror image from the other set..
P comes out to show mirror image on BB. Discuss whether it is the
correct shape, colour, size, orientation and distance from mirror line.
Discussion, agreement,
Repeat for other shapes. 1st P in pair lays down a shape, 2nd P lays
correcting
down its mirror image, then vice versa.
Praising creativity
10 min
3 Symmetry Individual work, monitored,
Ps have 2 sheets of coloured paper and scissors on desks. Ps fold 1st helped.
sheet in half and cut out (or tear) a shape from folded edge. T demonstrates if necessary
Ps unfold paper and show to T on command. T chooses some e.g.
'creative' shapes for Ps show to class.
Repeat for 2nd sheet but folded into quarters. Discuss not only
symmetry of shapes but also of patterns. (2 lines of symmetry)
Exhibition on wall of classroom
16 min
4 Book 2, page 95
Individual work, monitored,
Q.1 Read: Colour 8 grid squares in different ways so that the
helped, corrected
shape is symmetrical. Draw the mirror line too.
It might be easier for some Ps to draw the mirror line first. Drawn on BB or use enlarged
Quick, creative Ps can carry on in their exercise books. copy master or OHP
T chooses Ps to show their designs on grid on BB.
Class decides whether or not the design is symmetrical. Discussion, agreement,
e.g. checking, praising

What part of of each square (rectangle) is coloured? (1 half: 8 T asks several Ps what they
out of 16 grid squares; 1 third: 8 out of 24 grid squares) think and why.
23 min
5 Interlude
Whole class in unison
Song, rhyme, exercises
25 min
6 Similar shapes Whole class activity
T sticks various pictures or shapes on BB, some similar (reductions, Pictures photocopied from
enlargements, differently coloured) and some completely different. magazines or use copy master,
Ps come out to join up those which are similar, explaining reasoning. enlarged, coloured and shapes
Class agrees/disagrees. Revise that 'similar' in mathematics means cut out.
'the same shape' (i.e. smaller or larger but in the same proportion) Discussion, reasoning,
Discussion on enlargement and reduction (e.g. maps, plans, photos) agreement, checking, praising
30 min
© CIMT, Plymouth University
 MEP Book 2: Lesson Plans

Bk2 Lesson Plan 95

Activity Notes
7 Book 2, page 95
Paired work to start,
Q.2 Read: Colour the similar shaped cupboards in the same colour. monitored, helped
Ps discuss with neighbours which cupboards to colour. Use enlarged copy master or
Review at BB with whole class, with pairs of Ps explaining OHP for demonstration
reason for choice (e.g. 6 is similar to 1 or 3 (6 ~ 1, 6 ~ 3) as it is Discussion, agreement
the same shape but smaller, 4 is similar to 5 (4 ~ 5) because it
is the same shape but larger, 2 is on its own.) (If possible, T could have
magnifying glass to check
Show me with number cards when I say the 2 cupboards which
similarity of 3, 6 and 4, 5)
are exactly the same (identical).
Show me . . . now! (1 and 3) Let's check. (By measuring, In unison
tracing, cutting out, photocopying onto transparency) Praising
35 min
8 Book 2, page 95 Individual work, monitored,
Q.3 Read: Colour similar shapes in the same colour. helped
Ps explain what 'similar' means in maths (same shape but could Drawn on BB or use enlarged
be smaller or larger; if smaller shape was enlarged, or larger copy master or OHP (or
shape was reduced, by the correct amount, it would fit over the shapes enlarged, cut out from
other exactly.) Encourage Ps to work logically. copy master and stuck to BB)
Review at BB with whole class, with Ps explaining reason for for demonstration only
choice (e.g. 6 ~ 9 ~ 11 ~ 13 because all are squares; 3 ~ 4 ~ 10
Discussion, reasoning,
because they are all triangles with 2 sides of equal length; 1 ~ 2
agreement, checking
because they are rectangles which are twice as long as they are
high; 8 and 12 are on their own, N.B. although both are (If possible, T (or Ps) could
triangles, they are not in the same proportion, so even if the have magnifying glass to
smaller was magnified, it would never cover the other exactly.) check similarity)
Show me with number cards when I say the 2 shapes which
are exactly the same (identical).
Show me . . . now! (5 and 7) How can we check? (By In unison
counting the unit squares: 3 × 2 = 2 × 3 = 6 unit squares, Discussion, checking,
or by rotation, or by cutting out, etc.) praising
40 min
9 Book 2, page 95
Individual work, monitored
Q.4 Let's see how many of these you can do correctly in 3 minutes!
(Can be done as a competition
Start . . . now! . . . Stop! Review orally round the class. between teams)
Ask for the inverse operation as a check in some cases,
Reasoning, agreement,
e.g. 45 ÷ 5 = 9, because 9 × 5 = 45 )
checking, praising
Ps correct own (or neighbour's) work and count how many
T notes Ps having difficulties,
correct out of 24 (6 × 4 = 24).
e.g. working too slowly,
Who had all correct? Who made 1 mistake? What was it? insufficient knowledge of
Who made the same mistake? Who made a different one? etc. addition/multiplication facts
Who did not finish them all? How far did you get? Praising, encouragement only
45 min

© CIMT, Plymouth University

 MEP Book 2: Lesson Plans

R: Practice in calculation Lesson Plan

Bk2 C:
E:
Geometry: reflection, enlargement
Problem solving 96
Activity Notes
1 Oral practice Whole class activity
T says a number, e.g. 15 (36, 80). T chooses Ps to describe the At speed
number in different ways. Class agrees on validity of description.
Agreement, praising
5 min
2 Logic set
Whole class activity
T asks Ps to find all the shapes in their set which are similar to the
shape the T holds up. (circle, triangle, square, pentagon, hexagon) Demonstrate on BB too
Elicit that there are 8 of each shape. (small/large, white/black, plain/ Agreement, checking,
with centre point; i.e. 2 × 2 × 2 = 8 ) praising
12 min
3 Similar shapes
T has 4 of each 4 shapes stuck to BB. Who can come and make a Whole class activity
similar shape with them? e.g. Use copy master, enlarged,
BB: a) b) c) d) cut out and shapes stuck to BB
unit Ps come out to try. If P cannot
shapes do it, another P may help

similar Discussion, agreement,

shape: checking, praising only
(Or done as individual work,
Class agrees/disagrees on whether final shape is similar. Elicit that with each P having copies of
in the larger shapes: shapes from copy master on
a) the number of unit shapes used is 4 times more, desk)
b) the length of each side is 2 times more. Introduction to ratio
Extension Discuss ratio in the context of how much bigger something is: BB: Ratio of area
a) the area (space covered) by the larger shape is 4 times as big, so is 4:1
in the ratio 4:1, but
b) the enlargement is in the ratio 2:1 (length of sides twice as long) Ratio of enlargement
2:1
20 min
4 Interlude
Whole class in unison
Song, rhyme, exercises
22 min
5 Book 2, page 96, Q.1
a) Read: Colour similar shapes in the same colour. Whole class activity
Let's do it logically and start with shape 1. A, come and point to it. Drawn on BB or use enlarged
What can you say about it? (triangle, all sides of equal length). copy master or OHP.
Which shape is similar to shape 1? (e.g. shape 5) Who agrees? Discussion, agreement,
Who thinks another one? (shape 7) etc. Let's colour them in the checking, praising
same colour. Deal with other shapes in a similar way. Ps colour in Pbs too.
Solution: 1 ~ 5 ~ 7; 2 ~ 9; 3 ~ 4 ~ 8; 6, 10 and 11 stand alone
b) Read: Write inside each shape the number of unit triangles it covers. Individual work, monitored
Ps write in Pbs. Review orally round class. T writes in responses. Agreement, checking, praising
Which shape has the smallest (largest) area? (1, 8) Which shapes
Extension have equal areas? (5, 6) [Discuss ratio of length of sides
Whole class activity
(enlargement) and ratio of area if Ps understood in activity 3.]
Symmetric shapes:
c) Read: Draw mirror lines on the shapes which are symmetrical. 1, 2, 3, 4, 5, 7, 8, 9, 11
Deal with shapes in logical order. Ps come out to draw mirror lines. Discussion, agreement, praising

© CIMT, Plymouth University

 MEP Book 2: Lesson Plans

Bk2 Lesson Plan 96

Activity Notes
Which shapes could be used to tessellate (tile or cover exacttly) which Whole class activity
other shapes? Ps come out to choose. Class agrees/disagrees. Let's
T has cut-out unit shapes
check.
already prepared
e.g. 1 can be used to tessellate all the othershapes
2 can be used to tessellate 6, 9, 10 and 11 Discussion, agreement,
3 can be used to tessellate 4, 7, 8, 10 and 11 checking, praising
5 can be used to tessellate 9 (Or Ps have own unit shapes
6 can be used to tessellate 9 and 10 on desks cut from copy master)
7 can be used to tessellate 8
32 min
6 Book 2, page 96
Q.2 Read: Colour each single shape in a different colour. Individual work, monitored,
helped
If you put similar shapes one on top of the other,
colour the shape you would see from above. Use copy master, enlarged,
T explains task and demonstrates. Do part a) with whole class coloured and cut out, or OHP
on BB if Ps still do not understand. Discussion, agreement,
Review at BB with whole class. Demonstrate if necessary with checking, praising
enlarged, coloured, cut-out shapes or overhead transparencies.
Solution: e.g. It will be easier to review if
a) Ps all use the same colour for
each single shape (agreed by
R B G Y O W WY B R class or instructed by T)

b)
G
R B G Y O Y R

c)
B O
R Y BO
G W R

40 min
7 Book 2, page 96 Individual work, monitored
Q.3 Let's see how many of these you can do correctly in 3 minutes! (Diagnostic feedback to T)
Start . . . now! . . . Stop! Review orally round the class.
Reasoning, agreement,
Ask for the inverse operation as a check in some cases,
checking, praising
e.g. 27 ÷ 3 = 9, because 9 × 3 = 27.
Ps correct own (or neighbour's) work and count how many T notes Ps having difficulties,
correct out of 15 (3 × 5 = 15). e.g. working too slowly,
insufficient knowledge of
Who had all correct? Who made 1 mistake? What was it?
addition/multiplication facts
Who made the same mistake? Who made a different one? etc.
Who did not finish them all? How far did you get? Praising, encouragement only
45 min

© CIMT, Plymouth University

 MEP Book 2: Lesson Plans

R: Mental calculation Lesson Plan

Bk2 C:
E:
Multiplication and division table for 6
Relationship with the 2 and 3 times tables 97
Activity * OHT 7 in MEP Transparency Collection at Notes
[Link]
1 Problem Whole class activity
Listen carefully, picture the story in your head and think what
calculation you would do to work out the answer.
T repeats slowly and P repeats
In an amusement park, the best ride is a ferris wheel. The ferris wheel in own words
has 10 cabins, each able to hold 6 people at most. What is the
greatest number of people who can ride on the ferris wheel at a time? BB:
Who has seen a ferris wheel? Who has had a ride on one? (Talk about rough
the 'London Eye'). Let's draw a diagram. (T draws on BB with Ps' help.) diagram
A, come and write an equation about it on the BB. Who agrees?
Who thinks something else? Agreement, checking,
BB: 6 + 6 + 6 + 6 + 6 + 6 + 6 + 6 + 6 + 6 = 60 praising
or 10 × 6 = 6 × 10 = 60
What equation would we write if there was nobody on the big wheel? T asks several Ps what they
BB: 10 × 0 = 0 or 0 × 10 = 0 think. Agreement, praising

5 min
2 Dividing up 18 Whole class activity
T calls 18 Ps to stand in a long line holding hands at front of class.
Now divide yourselves up into 2 equal groups. With T's help
Who can come and write an equation about it? Who agrees? Who Reasoning, agreement,
thinks something else? checking. paising
BB: e.g. 2 groups: 2 × 9 = 18, 18 ÷ 2 = 9
Now divide yourselves up into 3 (6) equal groups. With T's help
3 groups: 3 × 6 = 18, 18 ÷ 3 = 6 Ps write equations in their
6 groups: 6 × 3 = 18, 18 ÷ 6 = 3 exercise books too
Extension What other way could we divide 18 up into equal groups? (18) Extra praise if Ps think of
18 groups: 18 × 1 = 18, 18 ÷ 18 = 1 this by themselves
15 min
3 Book 2, page 97
Individual work in drawing
Q.1 Read: The dog starts at 0 and jumps 6 units at a time. jumps, monitored
The cat also starts at 0 but jumps 3 units at a time.
Draw their jumps on the number lines. Use enlarged copy master or
OHP
Ps draw jumps in their books. How many jumps of 6 (3) units did
you draw for the dog (cat)? (10, 20)
Read: Fill in the table to show how far they have gone after these Whole class activity in filling in
jumps. the table.
Ps come to BB one after another to fill in a column each and say
the relevant multiplications, (e.g. '2 × 6 = 12', and '2 × 3 = 6'). Ps fill in table in their books too
Read: Who made shorter jumps (fewer jumps)? (cat, dog) Discussion, agreement,
How much shorter? How many fewer? Elicit that: checking, praising
• The cat jumps half as far each time so needs twice as many
jumps to cover the same distance as the dog, or
• the dog jumps twice as far so needs half as many jumps to
cover the same distance as the cat.
Let D = length of dog's jumps and C = length of cat's jumps BB: D = 2 times C
Who can come and write an equation about the two rows in the C = half of D
table? Who agrees? Who can write it another way? (Class recites both in unison)
20 min
© CIMT, Plymouth University
 MEP Book 2: Lesson Plans

Bk2 Lesson Plan 97

Activity Notes
4 Interlude
Song, rhyme, exercises Whole class in unison
22 min
5 Book 2, page 97
Individual work, monitored
Q.2 Read: A butterfly has 2 feelers and 6 legs. helped
Fill in the table. Compare the rows.
Drawn on BB or use enlarged
Ask Ps what each row of table means (middle row is 2 times top
copy master or OHP
row; bottom row is 6 times top row or 3 times middle row).
Discussion, agreement,
Ps fill in table in their books. Review at BB with whole class.
checking, praising
Mistakes corrected. Let's compare the rows in the table.
Who can come and write the rule about the Legs (Feelers, Reasoning, agreement
Butterflies)? Who agrees? Who can write it in a different way?
Check with values from table
BB: L = 6 × B F = 2×B B = F ÷2
Praising only
L = 3 ×F F = L ÷3 B = L ÷6
28 min
6 Problems Whole class activity
a) T calls 6 girls out to front of class and gives each of them 7 pencils Demonstration, reasoning,
to hold. How many pencils do they have altogether? Ps come out agreement, checking
to BB to write it as an addition and a multiplication. Who agrees?
BB: 6 × 7 pencils = 42 pencils
b) Seven boys have 6 marbles each. How many marbles do they have
altogether? Show me the answer with number cards . . . now! (42) In unison
C, come and explain to us how you worked out the answer. Is C Reasoning, agreement, checking
correct?
BB: 7 × 6 marbles = 42 marbles
Demonstrate with 7 boys at front of class if necessary.
Praising
33 min
7 Multiplications and divisions
Whole class activity
Let's make multiplications and divisions about the pictures.
Drawn on BB or use enlarged
BB: a) b) 27 27 27 27 27 27 27 27 27

copy master or OHP

27 27 27 27 27 27 27 27 27

27 27 27 27 27 27 27 27 27
BB:
27 27 27 27 27 27 27 27 27
a) 6 × 8 = 8 × 6 = 48
27 27 27 27 27 27 27 27 27
48 ÷ 6 = 8, 48 ÷ 8 = 6
27 27 27 27 27 27 27 27 27

b) 6 × 9 = 9 × 6 = 54
What can you say about the picture in part a)? (6 rows of candles, 54 ÷ 6 = 9, 54 ÷ 9 = 6
8 candles in each row, 48 candles altogther) Who can come and write
a multiplication (division) about it? Who agrees? Who can think of Praise if Ps think of other correct
another one? etc. Repeat in similar way for flowers in part b). multiplications or divisions
e.g. 4 × 12 = 48, 48 ÷ 2 = 24
38 min
8 Book 2, page 97
Q.3 Read: Write the multiples of 6 in the table in red. Whole class discussion at first
Learn the multiples of 6 by heart. Drawn on BB or use enlarged
Point to the row and column for 6 in your table. What do you copy master or OHT 7 *
notice? (Some numbers are already filled in because they are Ps come out to point and
also multiples of 2, 3, 4, 5 or 10.) explain
Ps fill in the missing multiples of 6. Review at BB with whole Individual work, monitored
class. Mistakes corrected. Ps given time to learn by heart.. Agreement. T insists on quiet
Close your books and let's say the multiples of 6 together. In unison, in both directions
45 min
© CIMT, Plymouth University
 MEP Book 2: Lesson Plans

R: Mental calculation Lesson Plan

Bk2 C:
E:
Multiplication and division table for 6
Relationship with the 2 and 4 times tables. Factorisation 98
Activity Notes
1 Equations competition Whole class activity
T divides the class into 3 teams (A, B and C all with a roughly equal T encourages creativity
ability range). T gives each team a number, e.g. 12, 25 and 30.
At speed. Ps still seated
Ps from all 3 teams come out in relay to BB to write operations beside
point out incorrect or repeated
(beneath) their number. T says 'start' . . . and 'stop' after 2 minutes. e.g.
equations to help their team
12 = 2 × 6 = 3 × 4 = 5 × 3 – 3 = 30 ÷ 6 + 7 = 40 – 28 = 5 × 2 + 2 . . .
Quick review/counting
The winner is the team with the most correct, different operations.
Stars/stickers, etc. awarded
5 min
2 Sequences relay
Whole class activity
T starts a sequence and Ps continue it.
At speed in relay round class
a) 0, 6, 12, . . . b) 2, 8, 14, . . . c) 5, 11, 17, . . .
Self-correction
d) 55, 49, 43, . . . e) 58, 52, 46, . . . f) 57, 51, 45, . . .
Praising
10 min
3 Book 2, page 98
Whole class activity to start
Q.1 Read: A dragonfly has 2 feelers, 4 wings and 6 legs.
Complete the table. Compare the rows and write Drawn on BB or use enlarged
equations about them. copy master or OHP
Who can explain why the first column is all zeros? (If there are no BB:
dragonflies, then there are no feelers, wings or legs.) 0 × 2=0 × 4=0 × 6=0
From 2nd column, elicit that 2nd row is twice 1st row, 3rd row is Discussion, agreement
4 times 1st row or 2 times 2nd row, and 4th row is 6 times top row
or 3 times 2nd row).
Do columns headed 4, 6, 8 and 10 with the whole class. Ps come Reasoning, agreement,
out to fill in a box and explain reasoning. Class agrees/disagrees. checking, praising
Ps fill in columns headed 9, 7, 5, 3, and 1 in Pbs, using × table if Individual work, monitored,
necessary. Review at BB with whole class. Mistakes corrected. helped. Self-correction
Then complete the table at BB with whole class. T asks questions Reasoning, agreement,
such as, 'How many dragonflies are there if you can see 20 feelers?' checking, praising
Solution:
Number of
Ps complete table in their books
0 2 4 6 8 10 9 7 5 3 1 10 9 3 2 6 7
Ps might notice patterns
Feelers 0 4 8 12 16 20 18 14 10 6 2 20 18 6 4 12 14
as columns are completed
Wings 0 8 16 24 32 40 36 28 20 12 4 40 36 12 8 24 28
Legs 0 12 24 36 48 60 54 42 30 18 6 60 54 18 12 36 42

Let's compare the rows in the table. Discussion, agreement

Who can come and write an equation about the Legs (Feelers, Check each suggestion with
Wings, Dragonflies)? Who agrees? Who can write it in a different values from table
way?
Praising only
BB: L = D × 6, L = F × 3, (L = F + W)
(W = L – F), W = 2 × F, W = 4 × D
F = L ÷ 3, F = L – W, F = W ÷ 2 Extra praise if Ps write the
D = L ÷ 6, D = W ÷ 4, D= F ÷ 2 bracketed equations
20 min
4 Interlude
Relaxation with music playing Whole class resting
22 min

© CIMT, Plymouth University

 MEP Book 2: Lesson Plans

Bk2 Lesson Plan 98

Activity Notes
5 Problem Whole class activity
T has 24 flowers (real, plastic or paper) and 6 vases (or Ps) at the (Or flowers could be brought
front of the class. into class by previous arrange-
a) We want to put 6 flowers into each vase. How many vases will we ment to add excitement!)
fill? How could we do it? (Put 6 flowers in one vase, then 6 in Ask several Ps
another, until all the flowers are used up.)
A, come and fill the vases. How many vases has A filled? (4) BB:
Who can come and write a division about it? Who agrees? Who 24 flowers ÷ 6 flowers = 4 (times)
thinks something else? How can we check it? (with a multiplication) Check:
Ps write equations in their exercise books too. 4 × 6 flowers = 24 flowers
b) T collects flowers back into one bunch. This time we want to put the
flowers in 6 vases so that there is an equal number of flowers in each
vase. How could we do it? (Put 1 flower in each of the 6 vases, Ask several Ps what they think
then another, then another until all the flowers are used up.)
Y, come and fill the vases. How many flowers has Y put in each? (4) BB: 24 flowers ÷ 6 = 4 flowers
Who can come and write a division about it? Who agrees? Who Check:
thinks something else? How can we check it? (with a multiplication) 6 × 4 flowers = 24 flowers
Ps write equations in their exercise books too. Praising
28 min
6 Book 2, page 98
Whole class activity for 1st
Q.2 Read: Write the additions and subtractions in a shorter way. example in each part
Write the answers too.
BB already prepared
Deal with one part at a time. Do first row with whole class first,
then Ps complete in their books. Review at BB with whole class. Individual work, monitored,
BB: a) 6 + 6 + 6 + 6 + 6 + 6 = 6 × 6 = 36, etc. helped
b) 54 – 6 – 6 – 6 – 6 – 6 – 6 – 6 – 6 – 6 = 54 – 54 = 0, Discussion, agreement,
etc. (9 × 6) checking, praising
33 min
7 Book 2, page 98
Individual work, monitored,
Q.3 a) Read: Divide the 42 coins equally among the 6 purses.
helped
Ps can either join up one coin at a time to each purse in turn Use enlarged copy master or
or colour the purses in different colours and then colour the OHP (or demonstrate with cut-
coins to match the purses. out coins and real purses or
Review at BB with whole class. Demonstrate if necessary. containers)
b) Read: Circle the coins in groups of 6 p. 6 p is contained in Discussion, agreement, checking
42 p 'something' times. BB: a) 42 p ÷ 6 = 7 p
Ps draw circles around coins in their books and write in Check: 6 × 7 p = 42 p
answer.
Show me the answer with number cards . . . now! (7) b) 42 p ÷ 6 p = 7 (times)
P who answered correctly explains to Ps who were wrong. Check: 7 × 6 p = 42 p
40 min
8 Factorisation Whole class activity
Discussion, agreement
T revises what the 'factors' of a number are. (Numbers which multiply
together to make that number) T writes '18' on the BB. BB: 18 or 18

Let's break down this number into its lowest factors (other than 1, which 2 × 9 3 × 6

is a factor of every number). Ps come out to show the 2 possible ways. 3 × 3 2 × 3

We will draw a box round the number if it has no more factors (except 1
and itself). Note that both have the same end result: 2 × 3 × 3, when 2 × 3 × 3 3 × 2 × 3
the factors are put in increasing order. Repeat for 24 and 30 if time. (Preparation for prime numbers)
45 min
© CIMT, Plymouth University
 MEP Book 2: Lesson Plans

R: Mental calculation Lesson Plan

Bk2 C:
E:
Multiplication and division by 6
Relationship to 2 and 3 times tables 99
Activity Notes
1 Chain operations Whole class activity
T says a sequence of operations, pausing after each one. Ps nod their (Exercises memory and
heads when they have calculated the result. Final answer shown with concentration)
number cards on command. Wait until majority of Ps have
e.g. T: '4 × 6' . . . ' ÷ 2' . . . '– 5' . . . ' × 6' = ? nodded their heads
Show me . . . now! (42) A, tell us how you got your answer. In unison. Reasoning,
agreement, checking, praising
What can you tell me about the number 42? (e.g. 2-digit, even,
2 more than 40, 3 less than 45, 4 × 10 + 2, 50 – 8, etc.) Involve several Ps. Praising
5 min
2 Number strips (or Cuisennaire rods, or multilink cubes) Whole class activity
T has table headings prepared on BB and enlarged number strips (or Table drawn on BB and strips
large Cuisennaire rods) for demonstration. enlarged and cut out from
BB: Y1 copy master LP 7/3,
1 1 2 4 10 9 6 3 8 5 7
or use enlarged copy master or
2 Bold
2 4 8 20 18 12 6 16 10 14 OHP with differently coloured
numbers
3 3 6 12 30 27 18 9 24 15 21 already cut-out strips
4 given.
4 8 16 40 36 24 12 32 20 28
Ps fill in If possible, Ps could have own
5 5 10 20 50 45 30 15 40 25 35
the rest sets on desks too as a check or
6 6 12 24 60 54 36 18 48 30 42 in case there are problems
T explains columns by starting with the '1 unit' strip (rod).
T holds up each number strip in turn (continuing with 2, 3, . . . 6) and
Ps come out to stick on LHS of table in relevant row and write Reasoning, agreement,
appropriate number in strip and in 1st column. checking praising
Ps come out to complete other columns, explaining their reasoning, Demonstrate where necessary
e, g. '1 × 2 = 2', '2 × 2 = 4', 4 × 2 = 8', etc. Class points out errors.
Let's compare the rows. What do you notice? (e.g. 4th row is 2 times Ask several Ps
2nd row, 3rd row is half of 6th row, etc.)
15 min
3 Book 2, page 99
Q.1 Read: How many 6-pack cans of lemonade can you make from Individual work, monitored,
helped
a) 18 cans, b) 12 cans, c) 30 cans?
Discussion, agreement,
If possible, T could show such a pack to the class. checking, praising
(If necessary, go over part a) with the whole class first.)
Review at BB with whole class. Mistakes corrected. Demonstration if neccessary
with empty cans (or pencils,
BB: a) 18 ÷ 6 = 3 Check: 3 × 6 = 18 etc.) tied in bundles of 6
b) 12 ÷ 6 = 2 Check: 2 × 6 = 12 If necessary, Ps could use
c) 30 ÷ 6 = 5 Check: 5 × 6 = 30 items from their collection
20 min
4 Interlude
Whole class in unison
Physical exercises
22 min

© CIMT, Plymouth University

 MEP Book 2: Lesson Plans

Bk2 Lesson Plan 99

Activity Notes
5 Book 2, page 99 Whole class activity to start
Q.2 Read: Grandma has been picking plums from her tree. Drawn on BB or use enlarged
Help her to share out the plums equally among her copy master or OHP
6 grandchildren. Demonstration, discussion
Demonstrate part a) at front of class with a P sharing out BB:
24 'plums' (cubes, etc.) to 6 Ps at front of class.
a) 24 (plums) ÷ 6 = 4 (plums)
How many plums does each P have? (4) How many plums Check: 4 × 6 = 24
remain? (none)
b) 36 ÷ 6 = 6
B, come and write an equation about it? Who agrees? Who Check: 6 × 6 = 36
thinks something else? How can we check? (with multiplication)
c) 44 ÷ 6 = 7, remainder 2
Do parts b) and c) at BB with whole class (if possible without Check: 7 × 6 + 2 = 44
demonstration). Parts d) to f) done as individual work. d) 48 ÷ 6 = 8
Ps may use items from their collection, or their multiplication Check: 8 × 6 = 48
table to help them if necessary. e) 54 ÷ 6 = 9
Check: 9 × 6 = 54
Review at BB with whole class. Ps come out to write
equations, explaining reasoning. Mistakes corrected. f) 29 ÷ 6 = 4, remainder 5
Check: 4 × 6 + 5 = 29
28 min
6 Book 2, page 99
Q.3 Read: Write in the missing numbers. Individual work, monitored
Learn the new facts in the 6 times table. (helped)
Deal with one column at a time. Review orally round class. Class points out mistakes
Elicit that the answers to the multiplications (products) are the Ps correct their errors
same as the first numbers in the divisions.
T asks for quiet so that
In the next 2 minutes try to learn the multiplications by heart and
everyone can concentrate
then we will try to say them without looking at the books!
Close your Pbs and let's say the 6 times table together.
'zero times six equals zero, one times six equals six, . . .' In unison, at speed
Let's say it another way in a relay, starting with '6 times zero' One P after another, at speed
Now let's say the divisions for 6: 'zero divided by six equals In unison, at a good pace,
zero, . . .' (Demonstrate this first division if necessary.) with T's help. Praising
35 min
7 One operation instead of two Whole class activity
T has BB a) ×2 ×3 b) ÷2 ÷3 Drawn on BB or use enlarged
6 48
already copy master or OHP
prepared:
Reasoning, agreement, praising
BB:
Ps come out to write in the missing numbers and signs, explaining
reasoning. Class agrees/disagrees. Elicit that: a) 6 × 2 = 12, 12 × 3 = 36
6 × 6 = 36
• multiplying by 2 and then by 3 is the same as multiplying by 6,
• dividing by 2 and then by 3 is the same as dividing by 6. b) 48 ÷ 2 = 24, 24 ÷ 3 = 8
What single operation could we do instead of, e.g. × 2 and × 2? ( × 4) 48 ÷ 6 = 8
÷ 2 and ÷ 5? ( ÷ 10) Who can tell us another example? Praise creativity
40 min
8 Multiplication Table Individual work in checking/
Look at your multiplication table. Check that you really know the colouring/learning facts
products you have coloured. Colour any new products you are sure T monitors, checks individuals
you know by heart. Let's check! T says multiplications/divisions. Class answers in unison
45 min
© CIMT, Plymouth University
 MEP Book 2: Lesson Plans

R: Mental calculation Lesson Plan

Bk2 C:
E:
Multiplication and division by 6
Remainders. Order of operations (i) 100
Activity Notes
1 Logic set Whole class activity
Take out all the hexagons from your set and count them.
How many are there altogether? (8) Let's put them in a logical order. Class responds in unison
Which one should I start with? Ps suggest which to put next. Ask several Ps what they think
e.g. BB:
Ps copy pattern on desks

• How many sides (vertices, i.e. corners) does each hexagon have? (6)
Class responds in unison
• How many vertices do the large plain hexagons have altogether? (12)
• How many vertices and sides do the hexagons with centre points BB 2 × 6 = 12
have altogether? (48) 4 × 6 + 4 × 6 = 24 + 24 = 48
• Which hexagons have 24 sides altogether? (4 of any description)
24 ÷ 6 = 4
T (or P) writes multiplications/divisions on BB and Ps write in their
exercise books.. Praising

5 min
2 Finding the rule Whole class activity
Look at these columns of numbers in the table. Who can tell us the rule? Drawn on BB or use enlarged
(increasing by 6 each time) copy master or OHP
What else do you notice about the numbers in each column?
(1st column are multiples of 6, i.e. divisible by 6 exactly; 2nd column Ps come to BB to point/explain
have remainder 1 when divided by 6; 3rd column have remainder 2 Agreement, checking, praising
when divided by 6, etc.) T gives hint if nobody notices.
e.g. 5, 10, 15, . . . (+ 5)
Who can find other sequences in the table with other rules? (diagonal)
12, 19, 26, . . . (+ 7)
10 min
3 Book 2, page 100 Individual work, monitored,
helped
Q.1 Read: Write in the missing numbers and signs.
Written on BB or use enlarged
Review at BB with whole class. Mistakes corrected.
copy master or OHP
What are these questions about? (replacing 1 operation with 2)
Discussion, checking,
Extension
Who can think of other examples? agreement, praising
15 min
4 Book 2, page 100, Q.2 Whole class activity
a) Read: Henry Hedgehog collected 25 strawberries. Ps read out question
He ate 7 of them but then found 3 more.
How many strawberries did he then have? Written on BB
Ps come out to write missing numbers in the boxes: Class agrees/disagrees
Collected: 25 Ate: 7 Found: 3 T writes what Ps dictate
Let's write the calculation together. What number should we begin
Ps read equation in unison
with? (25) Then what should we do? (subtract 7, then add 3)
Calculation: 25 – 7 + 3 = 18 + 3 = 21 T could give easy examples
→ for Ps to calculate mentally:
If there are only additions and subtractions in an equation, we (e.g. 7 + 3 – 5, 15 – 5 + 2)
usually do the calculations in order from left to right.

© CIMT, Plymouth University

 MEP Book 2: Lesson Plans

Bk2 Lesson Plan 100

Activity Notes
b) Read: From Monday to Saturday, Holly Hedgeghog collected Whole class activity
9 raspberries each day. On Sunday she ate half of them.
Ps read question
How many raspberries did she then have?
Ps come out to write relevant numbers in the boxes:
Number of days: 6 Collected each day: 9 Written on BB
Collected altogether: 6 × 9 = 54 Ate: 27 (54 ÷ 2) Class agrees/disagrees
Let's write it as one calculation. What number should we begin with?
T writes what Ps dictate
(6) Then what should we do? (multiply by 9, then divide by 2)
Ps read equation in unison
Calculation: 6 × 9 ÷ 2 = 54 ÷ 2 = 27
→ T could give easy examples
If there are only multiplications and divisions in an equation, we
for Ps to calculate mentally:
usually do the calculations in order from left to right.
(e.g. 2 × 6 ÷ 3, 10 ÷ 5 × 3 )
If Holly Hedgehog ate 27 raspberries, how many does she have left?
(27: same as the number she ate; she ate half and half were left, so Discussion, agreement
there is no need to do the calculation, 54 – 27 = 27) Praising
23 min
5 Interlude
Whole class in unison
Action song/rhyme
25 min
6 Book 2, Page 100
Q.3 Read: Practise calculation. Individual work, monitored
Let's see how quickly you can do these! Sit up with your arms Encourage quick, accurate
folded when you have finished. calculation and checking
Review orally round class. Mistakes corrected at number line Agreement, self-correction,
or using multiplication table. praising
30 min
7 Mental calculation
Whole class activity
T has 12 cards stuck to side of BB. Ps come out to chose pairs of
cards with same result, Use copy master, enlarged and
38 + 20 + 7 = 65 5 × 4 ÷ 2 = 10 75 – 20 + 13 = 68
explaining reasoning. cut out
81 – 20 + 7 = 68 17 + 8 + 40 = 65 4 ÷ 4 ×9 = 9
Class agrees/disagrees. Reasoning, agreement,
6 × 6 ÷ 3 = 12 82 – 6 – 20 = 56 45 – 27 – 6 = 12
Emphasise correct checking, praising
5 × 9 ÷5 = 9 4 × 7 × 2 = 56 12 ÷ 6 × 5 = 10
order of calculation. i.e. calculate from left to right
37 min
8 Order of calculation
T has BB ready prepared. In which order would you do the calculations? Whole class activity
Written on BB
BB: 38 + 17 + 12 = 8 × 3 × 2 = 27 + 14 + 26 =
29 + 37 – 17 = 15 × 2 ÷ 3 = 56 – 26 – 17 = (First optimal calculation
52 – 17 + 15 = 8 × 6 ÷ 4 = 42 – 35 + 36 = underlined)
95 – 38 – 15 = 60 ÷ 6 ÷ 2 = 37 + 23 – 13 =
Ps suggest easiest order of
Revise usual order of operations but hint that sometimes it is easier to
calculation. Class agrees/
calculate in a different order. Go through each of the above in turn,
disagrees.
asking Ps which order they think would be easiest, and then checking
that the result is the same as that using the conventional order. Check result is the same done
Conclusion: from left to right
The order of calculation may be varied as long as the result is the Praise if Ps suggest correct
same as if it had been calculated from left to right. optimal order of calculation
45 min
© CIMT, Plymouth University
 MEP Book 2: Lesson Plans

R: Mental calculation Lesson Plan

Bk2 C:
E:
Multiplication and division table for 9
Relationship with the 3 and 6 times tables 101
Activity Notes
1 Sequences Whole class activity
T starts a sequence and Ps continue it. T asks for rule in each case. T chooses Ps at random
a) 0, 7, 14, 21, . . . (Rule: + 7) b) 0, 8, 16, 24, . . . (Rule: + 8) At speed. Class points out errors
c) 0, 9, 18, 27, . . . (Rule: + 9) d) 90, 81, 72, . . . (Rule: – 9) Agreement, checking, praising
5 min
2 Problem Whole class activity
Listen carefully and think about how you would calculate the answer. Ps repeat in own words
Each of 4 children has 3 matchboxes and each matchbox contains
Ps suggest what to write
3 marbles. How many marbles do they have altogether?
(Demonstrate with 4 Ps at front of class if necessary.) BB: 4 × 3 = 12 boxes
T writes equations on BB as dictated by Ps (or Ps come out to BB to 12 × 3 = 12 + 12 + 12
write them) for total number of boxes, then total number of marbles. = 36 marbles
Who can come and write it as one calculation? Who agrees? etc. 4 × 3 × 3 = 4 × 9 = 36
Answer: They have 36 marbles altogether. Reasoning, agreement,
checking, praising
Ps copy equation and answer into Ex Bks. (Heading: lesson number and date)
10 min
3 Book 2, page 101
Individual work, monitored
Q.1 Read: Fill in the answers.
Let's see how many of these you can do in 3 minutes! Keep to time limit! (Practice
Review orally round class. Mistakes corrected at number line. in quick, accurate calculation)
T asks two Ps who answered correctly to explain last two Some Ps may use number
equations to Ps who answered incorrectly. lines if necessary
BB: 110 – 1 = 110 – 10 – 1 = 100 – 1 =99 Discussion, agreement,
120 – 12 = 120 – 10 – 2 =101 – 2 = 108 checking, praising
What do you notice about the subtractions? (the number of units Extra praise if Ps notice this
subtracted is the same as the number of tens subtracted from.)
15 min
4 Comparison with 3 and 6
Whole class activity
Look at this diagram. What shapes can you see? (triangle inside a
Drawn on BB or used enlarged
hexagon) How many sides does the triangle (hexagon) have? (3, 6)
copy master or OHP
How many sides can you see altogether? (9) What could we do to
BB:
show how many sides we could see if we had several such diagrams?
(make a table)
T draws table Number of: Ps suggest what to write/draw
on BB with help
shapes 0 1 2 3 4 5 6 7 8 9 10
of Ps and Ps
s 0 3
Reasoning, agreement,
draw in exercise sides of
checking, praising
books (using sides of s 0 6
rulers to sides altogether 0 9 Ps complete table in their exercise
draw the lines). books too
Ps come out one at a time to fill in the columns. Class agrees/disagrees. BB:
What can you say about the rows? (e.g. numbers in 2nd row are e.g. D = A ÷ 9
multiples of 3, 3rd row multiples of 6, 4th row multiples of 9) T = 3 ×D
Let's compare them. Use letters suggested by Ps to make writing the H = 6 ×D = 2 × T
equations easier (or just do orally, e.g. 4th row = 3 × 2nd row)
A = T+H
Let D = number of diagrams, T = number of sides in triangles
etc.
H = number of sides in hexagons
A = number of sides altogether. Extra praise for Ps who write
correct equations
23 min
© CIMT, Plymouth University
 MEP Book 2: Lesson Plans

Bk2 Lesson Plan 101

Activity * OHT 7 in MEP Transparency Collection at Notes

[Link]
5 Interlude
Song or rhyme Whole class in unison
25 min
6 Book 2, page 101, Q.2 Whole class activity
Read: Complete the table Look for connections between the rows. Draw on BB or use
What can you say about the picture? (10 rows, 10 circles in each row, enlarged picture or OHP
in each row 9 circles are white and 1 is black) Reasoning, agreement,
Who can explain to us what the table has to do with the picture? checking, praising
Ps come out to fill in the table, explaining reasoning. Class agrees/ BB:
disagrees. Ps may complete table in Pbs too. = × 9 = R × 9
Who notices a connection between the rows? B, what do you think? C = R × 10 = × 10
Come and write it as an equation. Who agrees? etc.
R = = C ÷ 10 = ÷9
Elicit that 2nd row contains multiples of 10 and bottom row contains
multiples of 9. Class recites them in unison. C = + , = C–
32 min
7 Book 2, page 101
Individual work, monitored,
Q.3 Read: A blue strip measures 9 cm, a red strip 3 cm and a
helped
yellow strip 1 cm.
How many red and how many yellow strips would be Ps can have strips (cubes) on
needed to cover the same length as several blue strips desks too
laid end to end? Complete the table. Drawn on BB or use enlarged
T demonstrates on BB with ready prepared strips (or multilink copy master or OHP
cubes). Make sure that Ps know what each row in table refers to. Discussion, reasoning,
Review at BB with whole class. Mistakes corrected agreement, checking,
Solution. Number of: self-correcting
Blue strips 1 3 7 2 5 4 8 9 6 10 BB: B = R ÷ 3 = Y ÷ 9
Red strips 3 9 21 6 15 12 24 27 18 30 R = 3 × B = Y ÷3
Yellow strips 9 27 63 18 45 36 72 81 54 90 Y = 9 × B = 3 × R
Let's compare the rows. Who can come and write an equation Y ÷ R = 3, etc.
about one of the rows? Who agrees? etc. Praising
39 min
8 Book 2, page 101
Whole class discussion at first
Q.4 Read: Write the multiples of 9 in the table in red.
Drawn on BB or use enlarged
Learn the multiples of 9 by heart.
copy master or OHT 7 *
Point to the row and column for 9 in your table. What do you
notice? (Some numbers are already filled in because they are
Ps come out to point and 3xplain
also multiples of 2, 3, 4, 5, 6 or 10.)
Individual work, monitored
Ps fill in the missing multiples of 9. Review at BB with whole
class. Mistakes corrected. Ps given time to learn by heart.. Agreement. T insists on quiet
Close your Pbs and let's say the multiples of 9 together. In unison, in both directions
T says a number and Ps find it in different places in the table. Class agrees/disagrees
Ps come out to point to its positions on copy master, saying the Ps can choose the numbers too
multiplication facts shown, e.g.
Elicit that these numbers are
18 = 2 × 9 = 3 × 6 = 6 × 3 = 9 × 2
factors of 18 (36)
36 = 4 × 9 = 6 × 6 = 9 × 4
45 min

© CIMT, Plymouth University

 MEP Book 2: Lesson Plans

R: Calculation practice Lesson Plan

Bk2 C:
E:
Multiplication and division table for 9
Relationship with 3 and 6 times tables. Order of operations (ii) 102
Activity Notes
1 Oral work Whole class activity
Tell me different ways to describe this number. e.g. 20 (72, 80) At speed, in relay
(e.g. 80 = 8 × 10 = 9 × 9 – 1 = 9 × 8 + 8 = 3 × 20 + 20, etc). Praise creativity
5 min
2 Problems
Listen carefully and think about how you would calculate the answers. Whole class activity
a) The farmer's wife had 8 eggs. Then the farmer brought her 9 boxes Ps repeat in own words
of eggs, 6 eggs in each box.
How many eggs did the farmer's wife have then? Ps come to BB to write/
How many eggs did she have at first? How many eggs did the explain. Class agrees/
farmer give her? How many eggs did she then have? disagrees.
BB: Had: 8 eggs Was given: 9 × 6 = 54 eggs
She then had: 54 + 8 = 62 eggs
How could we write it as one equation? T writes equation on BB as BB:
directed by Ps. Which calculation should we do first? Let's check 8 + 9 × 6 = 8 + 54 = 62
that we have the correct answer. Answer: She then had 62 eggs. {
b) Edith had 80 p. Edith and each of her 8 friends put equal amounts T (or P) explains what a
of money into a kitty to spend on sweets. The kitty was 45 p. 'kitty' is
How much money did Edith have left? Ps repeat in own words
How much money did Edith have at first? How much did she spend Ps come to BB to write/
on the kitty? How much did she have left? explain. Class agrees/
BB: Had: 80 p Spent: 45 p ÷ 9 = 5 p disagrees.
Had left: 80 p – 5 p = 75 p
How could we write it as one equation? T writes equation on BB as BB:
directed by Ps. Which calculation should we do first? Let's check 80 – 45 ÷ 9 = 80 – 5 = 75
that we have the correct answer. Answer: She had 75 p left.
{
T confirms that if an equation contains additions or subtractions and Check Ps' understanding
also multiplications or divisions, then the multiplications and divisions with simple operations:
should be calculated first. e.g. 2 + 3 × 3, 4 – 12 ÷ 6
10 min
3 Book 2, page 102 Individual work, monitored,
Q.1 a) Read: Divide the 27 coins equally among the 9 purses. helped
Ps can either join up one coin at a time to each purse in turn Use enlarged copy master or
or colour the purses in different colours and then colour the OHP (or demonstrate with cut-
coins to match the purses. out coins and real purses or
Review at BB with whole class. Demonstrate if necessary. containers)
Discussion, agreement, checking
b) Read: Put the 36 coins into groups of 9.
How many groups are there? BB: a) 27 p ÷ 9 = 3 p
Ps draw circles around coins in their books and fill in Check: 9 × 3 p = 27 p
numbers. b) 36 p ÷ 9 p = 4 (times)
Show me the answer with number cards . . . now! (4) Check: 4 × 9 p = 36 p
P who answered correctly explains to Ps who were wrong.
16 min
4 Interlude Whole class counting mentally
Ps close their eyes, lay heads on hands on desks and practice saying the
multiples of 9 from 0 to 90, and then from 90 to 0 in their heads.
18 min

© CIMT, Plymouth University

 MEP Book 2: Lesson Plans

Bk2 Lesson Plan 102

Activity Notes
5 Book 2, page 102 Whole class activity to start
Q.2 Read: Aunt Sally has picked some strawberries from her garden. Do part a) at BB with whole
She shares them out equally among her 9 grandchildren. class first.
How many strawberries will each child get and how many If necessary, demonstrate
will remain if Aunt Sally picked: with a P sharing out
a) 36 strawberries, b) 39 strawberries, 36 'strawberries' (counters)
c) 40 strawberries? to 9 Ps at front of class.

a) How many strawberries will each child have? (4) How many BB: a) 36 ( ) ÷ 9 = 4 ( )
strawberries remain? (none) B, come and write an equation Check: 9 × 4 ( ) = 36 ( )
about it? Who agrees? Who thinks something else? Discussion, agreement,
How can we check it? (with a multiplication) checking, praising
Parts b) and c) done as individual work. Individual work, monitored,
(Ps may use items from their collection, or multiplication helped
tables, to help them if necessary.) b) 39 ÷ 9 = 4, remainder 3
Review at BB with whole class. Ps come out to write Check: 9 × 4 + 3 = 39
equations, explaining reasoning. Mistakes discussed/corrected. c) 40 ÷ 9 = 4, remainder 4
Check: 9 × 4 + 4 = 40
27 min
6 Book 2, page 102
Whole class activity for 1st
Q.3 Read: Shorten the additions to a multiplication. example
Write a division about it too.
BB already prepared
Deal with one part at a time. Do first row with whole class first,
then Ps complete in Pbs. Review at BB with whole class. Individual work, monitored,
BB: a) 9 + 9 + 9 + 9 + 9 + 9 + 9 = 7 × 9 = 63 helped
63 ÷ 9 = 7 etc. Discussion, agreement,
checking, praising
T uses mathematical names of components (product, dividend,
divisor, quotient, remainder). Ps do not need to learn them,
just become familiar with them
32 min
7 Factorising
Whole class activity
T revises what the 'factors' of a number are. (Numbers which multiply
together to make that number) T writes '72' on the BB. Discussion, agreement
BB: e.g.
Let's break down this number into its lowest factors (other than 1, which 72
is a factor of all numbers).
9 × 8
Ps come out to write the factors on BB. Class agrees/disagrees.
Let's draw a circle round a number if it has no other factors apart from 1 3 × 3 2 × 4
and itself. Let's write out the factors in increasing order. (BB)
Ps copy into their exercise books Repeat for other numbers if time. 2 × 2
(e.g. 45, 90) 72 = 2 × 2 × 2 × 3 × 3
(Preparation for prime numbers)
39 min
8 Problem Whole class activity
Listen carefully and think about how you would calculate the answer. Ps dictate what to write.
Ann has 4 dolls with 3 dresses each. Sarah has 9 dolls with 2 dresses T works at BB, Ps in Ex. Bks.
each. How many dresses do their dolls have altogether? Discussion, agreement,
Plan: Ann: 4 × 3 = 12 (dresses) Sarah: 9 × 2 = 18 dresses checking praising
How could we write it as one equation? What should we do first? ( × ) BB: {
4 × 3+{
9 × 2 = 30
Answer: Their dolls have 30 dresses altogether. 12 18
45 min
© CIMT, Plymouth University
 MEP Book 2: Lesson Plans

R: Calculation practice Lesson Plan

Bk2 C:
E:
Multiplication and division table for 9
Relationship with 3 and 6. Remainders. Order of operations 103
Activity Notes
1 Sequences Whole class activity
T says the first 3 terms of a sequence. Ps continue it. (Not past 100) T asks Ps at random
0, 9, 18, . . . ; 3, 12, 21, . . . ; At speed. Praising only
1, 10, 19, . . . ; 4, 13, 22, . . . ; Class points out errors
2, 11, 20, . . . ; 5, 14, 23, . . . ;
Use enlarged copy master
Let's find these numbers in this table. What rule have we used? (+ 9) or OHP
Elicit that numbers in 1st (2nd, 3rd, 4th, 5th.) column have remainder Discussion, agreement,
0, 1, 2, 3, 4, 5) when divided by 9. checking
6 min
2 Number strips (or Cuisennaire rods, or multilink cubes) Whole class activity
T has table prepared on BB and enlarged number strips (or Table drawn on BB and strips
Cuisennaire rods or multilink cubes) for demonstration. enlarged and cut out from
If we laid several '9' unit strips end to end in a long line, how many Y1 copy master LP 7/3,
'1', '3', and '6' unit strips would we need to cover (pave) them? or use enlarged copy master or
Let's show it in this table. OHP with differently coloured
BB: cut-out strips
1
Bold
9 36 63 81 54 27 18 45 72
numbers If possible, Ps could have own
3 3 12 21 27 18 9 6 15 24 already sets on desks too as a check or
given.
6 – 6 – – 9 – 3 – 12 in case there are problems
Ps fill in
9 1 4 7 9 6 3 2 5 8 the rest

T demonstrates 1st column of table with strips (rods). T sticks one '9 unit' Demonstrate other columns
rod on BB. Ps come out to pave with '1' and '3' strips (rods) and write only if there are problems
number required in appropriate place in table. Discuss impossibility of Discussion,m agreement
paving 9 with '6' strips! Let's put a dash (–) in the table in this case.
Ps come out to complete other columns by calculation, explaining Reasoning, agreement,
their reasoning and writing a '–' if it is not possible. checking praising
Let's compare the rows. What do you notice? (e.g. top row is 9 times Ask several Ps
bottom row, 3rd row is half of 2nd row, etc.)
Or use another copy of table
Extension Add columns to table which have numbers filled in for '1', '3' or '6'
with '9' numbers blanked out
strips instead of the '9' strips.
and new numbers inserted
15 min
3 Book 2, page 103
Individual work, monitored,
Q.1 Read: Each box holds 9 chocolates. How many boxes will
helped
these chocolates fill?
a) 20 chocolates b) 45 chocolates c) 50 chocolates? Discussion, agreement,
checking, praising
If possible, T could show such a box to the class.
(If necessary, go over part a) with the whole class first.) Demonstration if neccessary
with Ps as the boxes and
Review at BB with whole class. Mistakes corrected.
cubes/counters, etc.
BB: a) 20 ÷ 9 = 2, remainder 2 Check: 9 × 2 + 2 = 20
Ps may use items from their
b) 45 ÷ 9 = 5 Check: 9 × 5 = 45 collection if needed and/or
c) 50 ÷ 9 = 5, remainder 5 Check: 9 × 5 + 5 = 50 multiplication tables
23 min
4 Interlude
Physical exercises Whole class in unison
25 min
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 MEP Book 2: Lesson Plans

Bk2 Lesson Plan 103

Activity Notes
5 Book 2, page 103
Individual work, monitored
Q.2 Read: Write in the missing numbers.
(helped)
Learn and practise the 9 times table.
Deal with one column at a time. Review orally round class. Class points out mistakes
Elicit that the answers to the multiplications (products) are the Ps correct their errors
same as the first numbers in the divisions.
T asks for quiet so that
In the next 2 minutes try to learn the multiplications by heart and
everyone can concentrate
then we will try to say them without looking at the books!
Close your Pbs and let's say the 9 times table together.
'zero times nine equals zero, one times nine equals nine, . . .' In unison, at speed
Let's say it another way in a relay, starting with '9 times zero' One P after another, at speed
How do the tens and units change? (tens go up 1 and units down 1) Praise if Ps notice
Now let's say the divisions for 9: 'zero divided by nine equals In unison, at a good pace,
zero, . . .' (Demonstrate this first division if necessary.) with T's help. Praising
32 min
6 Book 2, page 103 Whole class activity to start
Q.3 Read: Do the calculations in the correct order. (or all done as individual work
Multiply or divide first! if Ps want to)
Do part a) with whole class first. Ps come out to write result Written on BB or use enlarged
above the multiplication or division indicated and then fill in copy master or OHP
answer, explaining reasoning. Class agrees/disagrees.
Reasoning, agreement,
Part b) done as individual work, reviewed at BB with whole checking, self-correcting
class. Mistakes discussed and corrected.
Praising
38 min
7 One operation instead of two Whole class activity
T has BB a) ÷ 3 ÷3 b) ×3 ×3
18 9 Drawn on BB or use enlarged
already
copy master or OHP
prepared:
Reasoning, agreement,
Ps come out to write in the missing numbers and signs, explaining checking, praising
reasoning. Class agrees/disagrees. BB:
N.B. In b), T gives help if necessary in calculation of 27 × 3 = 81, a) 18 ÷ 3 = 6, 6 ÷ 3 = 2
e.g. 27 × 3 = 20 × 3 + 7 × 3 = 60 + 21 = 81 18 ÷ 9 = 2
or 27 × 3 = 27 + 27 + 27 = 81 b) 9 × 3 = 27, 27 × 3 = 81
Elicit that: 9 × 9 = 81
• dividing by 3 and then again by 3 is the same as dividing by 9, T asks Ps for other examples
• multiplying by 3 and then again by 3 is the same as multiplying by 9. Praise creativity
42 min
8 Multiplication Table Individual work in checking/
Look at your multiplication table. Check that you really know the colouring/learning facts
products you have coloured. Colour any new products you are sure T monitors, checks individuals
you know by heart.
Let's check! T says multiplications/divisions and class answer in unison. Rough feedback for T
45 min

© CIMT, Plymouth University

 MEP Book 2: Lesson Plans

R: Calculation practice Lesson Plan

Bk2 C:
E:
Multiplication and division by 9
Remainders. Order of operations 104
Activity Notes
1 Sequences Whole class activity
T says the first 3 terms of a sequence. Ps continue it. T asks Ps at random
a) 6, 15, 24, . . . ; b) 96, 87, 78, . . . ; Ps may use number line if
7, 16, 25, . . . ; 91, 82, 73, . . . ; necessary
8, 17, 26, . . . ; 95, 86, 77, . . . ; Class points out errors
Use enlarged copy master
Let's find the numbers in this table. What rule have we used?
a) increasing by 9 (+ 9) b) decreasing by 9 (– 9) Discussion, agreement
What is their remainder when divided by 9? Praising
6 min
2 Multiplication and division practice Whole class activity
T says, e.g. '4 × 8', P1 says '32'; T says '25 ÷ 5', P2 says '5', etc. Use T uses feedback from LP 128
mixed operations too, e.g. T says '9 × 4 ÷ 6', P3 says '6', etc. Praising/encouragement only
10 min
3 Equations competition Whole class activity
T divides the class into 3 teams (A, B and C all with a roughly equal
T encourages creativity
ability range). T gives each team a number, e.g. 55, 81 and 40.
Ps from all 3 teams come out in relay to BB to write operations beside At speed. Ps still seated
(beneath) their number. T says 'start' . . . and 'stop' after 2 minutes. e.g. point out incorrect or repeated
equations to help their team
81 = 5 × 8 + 41 = 9 × 9 = 9 × 10 – 9 = 10 × 8 + 1 = 100 – 19, . . .
Quick review/counting
The winner is the team with the most correct, different equations.
Stars/stickers, etc. awarded
15 min
4 Book 2, page 104, Q.1 Whole class activity
Read: Choose the easiest order of calculation. Written on BB or use enlarged
T revises usual order of calculation (from left to right if only additions/ copy master or OHP
subtractions or multiplications/divisions).
Discussion, reasoning,
Ps come out one after another to say what they think is the easiest order checking, agreement,
and why. Class checks that the answer is correct. praising
BB: e.g.
a) 46 + 18 + 24 = 70 + 18 = 88 b) 7 × 3 × 3 = 7 × 9 = 63
63 + 45 – 15 = 63 + 30 = 93 25 × 2 ÷ 5 = 5 × 2 = 10
31 – 18 + 27 = 58 – 18 = 30 6 × 9 ÷ 3 = 6 × 3 = 18
73 – 32 – 23 = 50 – 32 = 18 90 ÷ 9 ÷ 5 = 10 ÷ 5 = 2
T points out that although it is easier sometimes to do such calculations Discussion, demonstration,
in a different order, we must be careful! The result should be the same agreement
as if we had done it the usual way. T could introduce the need for
e.g. 8–4–2 ≠ 8 – 2 and 20 ÷ 10 ÷ 2 ≠ 20 ÷ 5 the use of brackets here.
20 min
5 Interlude
Whole class in unison
Song, rhyme, exercises
22 min

© CIMT, Plymouth University

 MEP Book 2: Lesson Plans

Bk2 Lesson Plan 104

Activity Notes
6 Inequalities Whole class activity
Which numbers make the inequality true? (BB already prepared)
BB: Solutions:
a) 9 × 3 < a < 9 × 4 a: 28, 29, 30, 31, 32, 33, 34, 35
Written on BB
b) 10 × 6 > b > 9 × 6 b: 59, 58, 57, 56, 55
c) 7 × 5 < c ≤ 8 × 5 c: 36, 37, 38, 39, 40
Discussion, agreement,
Deal with one part at a time. Class reads the inequality together. checking praising
Two Ps come out to write results above operations on LHS and RHS
of inequality. Another P lists the numbers which make the inequality Ps write it in their exercise
true. Class /disagrees. Solution checked on class number line. books too

28 min
7 Book 2, page 104
Q.2 Read: Practise calculation. Individual work, monitored,
(helped)
What do you notice about the equations? (3 columns, 8 in each
column, 24 altogether; multiplying and dividing by 9; Ps may use multiplication
12 multiplications and 12 divisions) tables to help them
Deal with one column at a time. Set a time limit.
Agreement, checking,
Review orally round the class, with Ps reading out the whole self-correction
equation. Class points out errors.
Who had all correct? Who made a mistake? What kind of Praising/encouragement only
mistake? Who did the same? Who made a different one? etc.
36 min
8 Book 2, page 104
Q.3 Read: Colour the equal values in the same colour. Individual work, monitored,
helped
Reminds Ps that multiplications or divisions should be
done before additions or subtractions. Ps may use multiplication
tables to help them
Ps write in results and colour rectangles. Review at BB with
whole class. Mistakes corrected. Agreement, checking,
(Praise if Ps notice that, e.g. 3 × 9 + 2 × 9 = 5 × 9 = 45) self-correction, praising
Solution: 5 × 10 – 5 = 45 5 × 8 + 5 = 45 3 × 9 + 2 × 9 = 45 (Or done as whole class
10 × 9 – 1 × 9 = 81 9 × 2 + 9 × 6 = 72 6 × 9 – 9 = 45 activity using copy master,
enlarged, cut out and
4 × 7 + 4 × 2 = 36 10 × 8 – 8 = 72 4 × 9 + 4 × 9 = 72
rectangles stuck to BB)
40 min
9 Book 2, page 104, Q.4
Whole class activity
Read: Colour the shapes on the grid and write the numbers in the shapes.
Drawn on BB or use enlarged
The product of the numbers in each shape is 36.
copy master or OHP
T explains task. Ps come out one at a time to choose a shape
Ps may work in Pbs too.
and find it in the grid, writing and saying the multiplication.
Reasoning, agreement,
Solution:
2 5 7 4 3 3 9 3 2 3 checking, praising
2 9 3 8 7 6 5 2 2 3
7 0 1 9 0 8 9 6
BB: 2 × 2 × 9 = 36
6 3 6 × 6 = 36
6 5 2 3 7 2 6 5 6 2 2 × 3 × 2 × 3 = 36
6 8 9 2 3 5 4 9
6 3 × 2 × 6 = 36
2
4 3 3 4 9 2 9 4 × 3 × 3 = 36
(Or done as individual work, reviewed at BB with whole class.) 4 × 9 = 36
45 min
© CIMT, Plymouth University
 MEP Book 2: Lesson Plans

R: Practice in calculation Lesson Plan

Bk2 C:
E:
Operations in context
Problem solving 105
Activity Notes
1 Finger counting Whole class activity
Show me with you fingers twice as many as I show you with mine. Quick feedback for T
e.g. T holds up 3 fingers. Show me . . . now! Ps hold up 6 fingers. Ps show in unison on
(If answer is more than 10, Ps can show with number cards.) command
Repeat for 3 times, one half, one third.
Give impossible problems too! (e.g. one third of 5) For fun!

8 min
2 Problem 1
Listen carefully and try to picture the story in your head. Think how Whole class activity
you could work out the answer.
T repeats slowly. P repeats in
Pooh Bear licked two thirds of the honey out of a jar. Only 5 litres of
own words.
honey remained. How many litres of honey were in the jar to start with?
Discussion, reasoning,
What could we do first? (Draw a diagram) 1 third agreement, checking, praising
T draws on BB with suggestions from Ps. 1 third
1 third 5 litres Ps draw/write in Ex. Bks too.

Plan: Amount at first: 3 thirds Amount eaten: 2 thirds BB:

Amount left: 1 third = 5 litres 5 litres + 5 litres + 5 litres =
Who can come and write a calculation for 3 thirds, the whole amount? 15 litres
Who agrees? Who thinks something else? etc. 3 × 5 litres = 15 litres
Answer: There were 15 litres of honey in the jar to start with. Check: 15 litres ÷ 3 = 5 litres
13 min
3 Problem 2
Listen carefully and try to picture the story in your head. Think how Whole class activity
you could work out the answer.
Peter reads 2 pages each day from his book. He finishes the book in T repeats slowly and asks Ps
17 days. How many pages are in his book? to repeat in own words.
Who can suggest how to work out the answer? Who agrees? etc. Discussion on strategy for
solution. Involve several Ps
BB: 1 day → 2 pages;
Reasoning, agreement,
17 days → 2 + 2 + 2 + 2 + . . . + 2 = 2 × 17 = 17 + 17 = 34 pages
checking, praising
(or 2 × 17 = 2 × 10 + 2 × 7 = 20 + 14 = 34 pages)
Ps write calculation in their
Answer: There are 34 pages in Peter's book. exercise books too
18 min
4 Interlude
Whole class in unison
Song or rhyme
20 min
5 Book 2, page 105
Q.1 Read: Three friends are collecting stamps. Rob has 36 stamps. Individual work, monitored
Alex has twice as many as Rob and Tom has half as helped
many as Rob. Review at BB with whole class
How many stamps does Alex and Tom each have? Reasoning, agreement,
Plan: R: 36 A: twice R T: half of R checking, praising
Calculation: A: 2 × 36 = 36 + 36 = 72 stamps
T: 36 ÷ 2 = 20 ÷ 2 + 16 ÷ 2 = 10 + 8 = 18 stamps [Practice in × and ÷ of
2-digit numbers]
Answer: Alex has 72 stamps and Tom has 18 stamps.
25 min

© CIMT, Plymouth University

 MEP Book 2: Lesson Plans

Bk2 Lesson Plan 105

Activity Notes
6 Book 2, page 105, Q.2 Whole class activity
Read: Three friends live in the same street. Alec's house is 52 m from Drawn on BB or use enlarged
Colin's house and Brett's house is 23 m from Colin's house. copy master or OHP
How far away is Brett's house from Alec's house?
Look at the diagram. Who can come and point to Alec's (Colin's) house? Ask several Ps what they think
Who can come and point to where they think Brett's house could be?
(Some Ps might think that
Who agrees? Who thinks somewhere else?
more information is needed.)
Elicit that there are 2 possible positions. Let's call them B1 and B2.
Demonstrate with 3 Ps at
BB: 52 m front of class if necessary
1 2 3
Discussion, reasoning,
A B1 C B2 agreement, checking,
123123
23 m 23 m Extra praise if Ps realise
A to B1: 52 m – 23 m = 28 m or A to B2: 52 m + 23 m = 75 m without help that there are
2 possible answers.
Answer: Brett's house is 28 m from Alec's house, or
Brett's house is 75 m from Alec's house. Ps draw/write in their books too.
30 min
7 Book 2, page 105 Individual work, monitored
Q.3 Read: Jenny had 47 p. She spent 18 p on a hairslide. helped
Then she was given another 36 p by her Dad.
Review at BB with whole class
How much money does she have now?
Reasoning, agreement,
Plan: Had: 47 p Spent: 18 p Got: 36 p
checking, praising
Calculation: 47 – 18 + 36 = 29 + 36 = 65
Answer: Jenny has 65 p now. Whole class discussion
Extension Make up a problem where the calculation would be: Praise for good contexts and
a) 47 + 36 – 18 b) 36 – 18 + 47. if Ps notice that the results are
all the same.
35 min
8 Book 2, page 105 Individual work, monitored
Q.4 Read: Mrs Squirrel takes acorns home twice a day. helped
She can carry only 4 acorns at a time. Review at BB with whole class
How many acorns has she taken home after 6 days? P explains reasoning. Class
Plan: Each trip: 4 acorns Each day: 2 trips No. of days: 6 agrees/disagrees. Discuss
Calculation: 4 × 2 × 6 = 8 × 6 = 48 alternative methods and any
or 6 × (4 + 4) = 6 × 8 = 48 mistakes made. Praising only
Answer: After 6 days she has taken home 48 acorns. Whole class discussion
Extension Make up a problem where the calculation would be: Praise for good contexts and
if Ps notice that the results are
a) 2 × 6 × 4 b) 6 × 2 × 4.
all the same.
40 min
9 Book 2, page 105
Individual work, monitored
Q.5 Read: In Lee's piggy bank, there was 38 p. helped
Lee put in 7 p each day for the next 6 days.
How much money does Lee have now? Review at BB with whole class
Plan: Had: 38 p Each day: 7 p No. of days: 6 P explains reasoning. Class
agrees/disagrees. Discuss any
Calculation: 38 + 7 × 6 = 38 + 42 = 80 mistakes made. Praising only
Answer: Lee has 80 p now.
Whole class discussion
Extension Think of another problem which would result in this calculation. Praise for good contexts
45 min
© CIMT, Plymouth University
 MEP Book 2: Lesson Plans

R: Calculation Lesson Plan

Bk2 C:
E:
Operations in context
Brackets 106
Activity Notes
1 Sequences Whole class activity
Whoever I throw the ball to must say the At speed in relay
• next element in the 2 times table. e.g. T throws ball to P saying:
'2, 4, 6, 8, . . .,' P throws ball back to teacher saying '10'. [Fixes the sequences in Ps'
• previous element in the 3 times table. e.g. T throws ball to P minds]
saying: '30, 27, 24, . . .,' P throws ball back to teacher saying '21'.
Praising/encouragement only
Repeat for other multiplication tables. (4, 5, 6, 9 and 10).
8 min
2 Problem
Listen carefully and think how you would work out the answer. Whole class activity
Nine peaches weigh 1 kg. How many kg would 81 peaches weigh? P repeats in own words
T writes on BB as dictated by Ps. Discussion, reasoning,
agreement, checking, praising
Plan: 9 peaches → 1 kg 81 peaches → ? kg
Ps write in their exercise books
How many groups of 9 peaches are there in 81 peaches? Who can
too.
come and write a calculation about it? Who agrees? etc.
Calculation: 81 (peaches ) ÷ 9 (peaches) = 9 (groups)
(Demonstrate if problems by
9 × 1 kg = 9 kg
drawing dots on BB or by
Answer: 81 peaches would weigh 9 kg. using counters/cubes)
13 min
3 Book 2, page 106
Q.1 a) Read: Andrew has £63, which is £9 more than Ben. Individual work, monitored
How much money does Ben have? helped
Review at BB with whole class. e.g. P explains reasoning. Class
agrees/disagrees. Discuss
Plan: A = £63 £9 > B alternative methods and any
Calculation: B = 63 – 9 = 54 mistakes made. Praising only
Answer: Ben has £54.
b) Read: Rachel has 63 postcards, which is 9 times more than Individual work, monitored
Sarah has. How many postcards does Sarah have? helped
Review at BB with whole class. e.g. P explains reasoning. Class
Plan: R = 63 = 9 × S Calculation: S = 63 ÷ 9 = 7 agrees/disagrees. Discuss
Answer: Sarah has 7 postcards. alternative methods and any
mistakes made. Praising only
What do you notice about the two problems? (Compare the
wording, numbers involved and operations required.) Discussion. Praising

20 min
4 Interlude
Whole class in unison
Exercises or action song
22 min
5 Problem Individual work, monitored
Listen carefully and picture the problem in your head.. Draw a (helped)
diagram if you need to and write a plan in your Ex. Bks. Agreement, checking, praising
Write out the calculation, solve it and write the answer in a sentence.
BB: 6 + 6 + 6 + 6 + 6 = 30
There are 5 tables in the school hall. There are 6 books on each table. or 5 × 6 = 30
How many books are on the 5 tables altogether?
Answer:
Review at BB with whole class. Demonstrate at front of class if necessary. There are 30 books altogether.
28 min
© CIMT, Plymouth University
 MEP Book 2: Lesson Plans

Bk2 Lesson Plan 106

Activity Notes
6 Book 2, page 106 Whole class activity
Q. 2 a) Read: I have 20 grapes. Some of the grapes are red and
4 times as many are green.
Discussion on methods of
How many green grapes do I have? solution. Ps suggest what to
What should we do first? (Draw a diagram.) draw.
BB: Ps come out to draw diagram
(with T's help)
Elicit that for each grape coloured red, 4 grapes would need Discussion (with hints from T
to be coloured green, i.e. we need to find how many groups if needed) Ps come out to
of 5 (1 red and 4 green) are in 20 grapes. colour grapes and then circle
T writes calculations as dictated by Ps. in groups of 5 (1 red, 4 green)
Calculation: 20 (grapes) ÷ 5 (grapes) = 4 (groups) (Ps draw/write in their exercise
books too)
Red grapes = 4 × 1 = 4, Green grapes = 4 × 4 = 16
Agreement, checking, praising
Check: 16 + 4 = 20 Demonstrate with coloured
Answer: I have 16 green grapes. cubes/balls if necessary
b) Read: I have 20 grapes. There are 4 more red grapes than Whole class activity
green grapes.
How many green grapes do I have?
Discussion on methods of
What should we do first? (Draw a diagram.) solution. Ps suggest what to
BB:
→ draw.
8 red grapes
→
8 green grapes Ps come out to draw diagram
Let's colour the 4 more red grapes first. How many grapes (with T's help)
are left? (16) Elicit that the 16 grapes remaining must Discussion (with hints from T
have equal numbers of green and red grapes. if needed) Ps come out to
T writes calculation as dictated by Ps. e.g. colour the 4 red grapes first
Calculation: 20 – 4 = 16, 16 ÷ 2 = 8 and then 8 red and 8 green
or (20 – 4) ÷ 2 = 8 (Ps draw/write in Ex. Bks too)
T points out the use of brackets to show the calculation Agreement, checking, praising
which has to be done first.
Demonstrate with coloured
Red grapes = 8 + 4 = 12, Green grapes = 8 cubes/balls if necessary
Check: 12 + 8 = 20, 12 – 8 = 4
Answer: I have 8 green grapes. Class discusses/evaluates any
[N.B. Other methods of solution possible but not as efficient] other methods suggested by Ps
(e.g. trial and error)
35 min
7 Book 2, page 106
Individual trial, monitored,
Q. 3 and Q.4 Let's see if you can solve these problems on your own!
helped if necessary
Deal with one at a time. Review at BB with whole class. Discuss and
Practice for Ps to read,
evaluate methods of solution. Class agrees on 'best' method.
understand and solve problems
Q.3 Calculation: 4 × 6 + 3 × 6 = 24 + 18 = 42 , on their own (or in pairs)
or (4 + 3) × 6 = 7 × 6 = 42 (Brackets needed) Discussion, agreement,
Answer: Sue had 42 marbles altogether. checking, praising
Demonstrate with Ps at front
Q.4 Plan: £54 → 6 children, so £9 → 1 child
of class if necessary
Calculation: 54 ÷ 6 = 9, 9 + 15 = 24 ,
Discuss with Ps when brackets
or 54 ÷ 6 + 15 = 9 + 15 = 24 (Brackets not needed)
are needed and when they are
Answer: Each grandchild now has £24. not, i.e. convential order used.
45 min
© CIMT, Plymouth University
 MEP Book 2: Lesson Plans

R: Calculation Lesson Plan

Bk2 C:
E:
Operations in context
Brackets 107
Activity Notes
1 Oral work Whole class activity
Tell me different ways to describe this number. e.g. 41 (82, 18) At speed, in relay
(e.g. 41 = 4 × 10 + 1 = 50 – 10 = 9 × 5 – 3 = 1 + 20 + 20, etc). Praise creativity
5 min
2 Chain operations
T says a sequence of operations, pausing after each one. Ps nod their Whole class activity
heads when they have calculated the result. Ps show final answer with
number cards on command. Wait until majority of Ps have
nodded their heads
e.g. T: '60 ÷ 6' . . . '+ 20' . . . ' ÷ 5' . . . '+ 12' . . . '– 9' = ?
Show me . . . now! (9) A, tell us how you got your answer. Who In unison. Reasoning,
agrees? etc. agreement, checking, praising
Let's write it out on the BB: Involve several Ps. Praising
BB: 60 ÷ 6 + 20 ÷ 5 + 12 – 9 = 9
Look very carefully at the way I have written it. Is it correct? (No, Ask several Ps what they think
because the divisions would have to be done first.) Let's see if this T gives hints if necessary
would give a different answer.
BB: 60 ÷ 6 + 20 ÷ 5 + 12 – 9 = 10 + 4 + 12 – 9 = 26 – 9 = 17 T writes with help of class
{ {
10 4
What must we do to make sure we do the operations in the original Discussion, agreement, check-
order? (Draw brackets.) Ps discuss where they should be drawn. ing, praising
Let's check that we get the answer 9.
BB: ( 60 ÷ 6 + 20) ÷ 5 + 12 – 9 = (10 + 20) ÷ 5 + 12 – 9 Revision of conventional order
= 30 ÷ 5 + 12 – 9 of operations and when use of
brackets is needed.
= 6 + 12 – 9 = 18 – 9 = 9
12 min
3 Problem 1
Listen carefully and think how you would work out the answer Whole class activity
I had 41 football cards. Then I collect another 15 football cards but P repeats in own words
gave away 7 of them. How many football cards do I have now? Ps suggest plan
T writes on BB as dictated by Ps. Discussion, reasoning,
agreement, checking praising
Plan: Had: 41 Collected: 15 Gave away: 7
Ps write in their exercise books
Who can come and write it as one equation?
too.
Calculation: 41 + 15 – 7 = 49, ( or 41 – 7 + 15, or 15 – 7 + 41)
Order does not matter here as
Answer: I have 49 football cards now. the results are the same.
17 min
4 Problem 2 Whole class activity
Listen carefully and think how you would work out the answer P repeats in own words
Mrs Rabbit had grown 18 lettuces and 26 carrots for her family. The Ps suggest plan and what
rabbit family have already eaten 11 lettuces and 17 carrots. How many calculations should be done
vegetables are left in the garden altogether? Discussion, reasoning,
T writes on BB as dictated by Ps. agreement, checking praising
Plan: Had: 18 + 26 = 44 Ate: 11 + 17 = 28 Had left: 42 – 28 = 16 Ps write in their exercise books
Who can come and write it as one equation? too.
Calculation: 18 + 26 – 11 – 17 = 18 – 11 + 26 – 17 = 16 Discuss need for brackets here
otherwise answer would be
or 18 + 26 – (11 + 17) = 16 (Brackets needed) 42 – 11 + 17 = 38, which is
Answer: There are 14 vegetables left in the garden. wrong
22 min
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 MEP Book 2: Lesson Plans

Bk2 Lesson Plan 107

Activity Notes
5 Interlude
Relaxation with music playing Whole class relaxing
24 min
6 Book 2, page 107
Individual work, monitored
Q.1 Read: There are 15 balloons. Each child is given 3 balloons. (helped)
How many children are there?
This might not be necessary
Ps circle or colour each group of 3 balloons and draw the children.
for some Ps
Then they write the calculation, check it and write out their
answer as a sentence. Review at BB with whole class. Reasoning, agreement,
checking, praising
Calculation: 15 (balloons) ÷ 3 (balloons) = 5 (times)
Check: 5 × 3 = 15 Demonstrate with balloons
and Ps at front of class only
Answer: There are 5 children holding 15 balloons. if necessary
29 min
7 Book 2, page 107 Individual work, monitored
Q.2 Read: Sammy Squirrel had 47 acorns. He gave 25 acorns to helped
Susy Squirrel but later asked for 8 back.
How many acorns does Sammy Squirrel have now?
Colour the calculation which answers the question.
Review at BB with the whole class. T points to each equation in Equations written on BB or use
turn and asks who chose it and why. enlarged copy master or OHP
Solution: 47 – 25 + 8 = 30 Reasoning, agreement,
but also accept 47 – (25 – 8) = 30 with the correct reasoning, checking praising
i.e. Sammy in the end only really gave 47 – 8 acorns to Susy.
Who worked out the answers to all the equations?
Who chose the correct equation without working out the answer? Extra praise for these Ps if
Tell us how you did it. Who thought the same? reasoning is correct
36 min
8 Book 2, page 107
Individual work, monitored
Q.3 Read: There are 4 rows of fruit in the shop window.
helped
In each row there are 5 pears and 3 apples.
How many pieces of fruit are there in the window Written on BB or use enlarged
altogether? Do the calculation in 2 different ways. copy master or OHP
Let Ps try to write in missing numbers without help first. Reasoning, agreement,
Review at BB with whole class. Mistakes corrected. checking,self-correction
Solution:
a) Number of rows: 4 Pieces of fruit in each row: (5 + 3)
Discuss need for use of
Pieces of fruit in 4 rows: 4 × (5 + 3) = 4 × 8 = 32
brackets in part a)
b) Number of pears: 4 × 5 Number of apples: 4 × 3
Number of pieces of fruit altogether:
4 × 5 + 4 × 3 = 20 + 12 = 32 Ask Ps which method they
think is easiest (like best)
Answer: There are 32 pieces of fruit altogether.
and why.
42 min
9 Problem
Whole class activity
Listen carefully and show me the answer with number cards when I say.
How many sides do 4 triangles, 4 squares and 4 pentagons have altogether? T repeats slowly
Show me . . . now! (48) BB: 4 × (3 + 4 + 5) = 4 × 12 = 48 In unison. Reasoning, agreement
45 min
© CIMT, Plymouth University
 MEP Book 2: Lesson Plans

R: Calculation Lesson Plan

Bk2 C:
E:
Operations in context
Problem solving. Brackets 108
Activity Notes
1 Multiplication table practice Whole class activity
Let's say the multiples of 2 in increasing (decreasing) order to (from) 20, In unison, at speed
but every 2nd number we will say silently in our heads and clap instead. In good humour, praising only
e.g. '0', clap, '4', clap, '6', clap, . . . Other actions can be used too,
Repeat for some other multiplication tables (3, 4, 5, 6, 9 or 10) . e.g. knocking on desks
6 min
2 Brackets Whole class activity
T has two purses stuck on BB and 6 equations on cards stuck randomly Use copy master, enlarged and
to side of BB. cut out
Which equations belong to which purse? Ps come out to choose a (or drawn on BB and Ps join
card and stick beneath the appropriate purse, explaining reasoning up equations to correct purse)
and writing in the answer. Class agrees/disagrees.
Solution:
10 10 10 20 20 20 3 × 5 + 20 = 35 Reasoning, agreement,
2 2 2 5 5 5 3 × 10 + 2 = 32
checking, praising

3 × 10 + 3 × 2 = 36 3 × (20 + 5) = 75 ↑ Which coins could be in

3 × (10 + 2) = 36 3 × 20 + 3 × 5 = 75 Do not match purses matching each of the
either purse! other two equations?
12 min
3 Jumps along the number line
Whole class activity
a) Squirrel is jumping along the number line. He jumps 4 units 3 times
Use enlarged copy master or
and then 6 units 3 times.
OHP
BB:
Ps can use individual number
0 10 20 30 40 lines to check Ps at BB are
correct.

A, come and draw in his jumps. Which number did you reach? (30) Agreement, checking, praising
B, come and write an equation about it. Who agrees? Who thinks Ps write calculations in their
something else? etc. exercise books too
b) Rabbit is jumping along the number line too. He jumps 4 units, then BB:
another 6 units, 3 times altogether.
a) 3 × 4 + {
BB: { 3 × 6 = 30
12 18

0 10 20 30 40 b) 3 × (4 + 6) = 30
{
10

C, come and draw in his jumps. Which number did you reach? (30) Discussion, agreement that
D, come and write an equation about it. Who agrees? Who thinks 3 × 4 + 3 × 6 = 3 × (4 + 6)
something else? Let's compare their jumps.
18 min
4 Interlude
Whole class in unison
Action song or rhyme
20min

© CIMT, Plymouth University

 MEP Book 2: Lesson Plans

Bk2 Lesson Plan 108

Activity Notes
5 Book 2, page 108 Individual work, monitored
Q.1 a) Read: Who has more fish? Do the calculations and write in helped
the correct sign. Discussion at BB
Peter has 5 fish tanks, with 5 fish in each tank. Agreement, checking, praising
Steve has 3 fish tanks, with 8 fish in each tank.
BB: Peter Steve
Review at BB with whole class. Mistakes corrected.
5 × 5 = 25 > 3 × 8 = 24
Answer: Peter has more fish. (1 more)
b) Read: Who has more bags? Do the calculations and write Discussion at BB
in the correct sign. Agreement, checking, praising
John has 60 marbles, with 6 marbles per bag.
BB: John Tim
Tim has 48 marbles, with 6 marbles per bag.
60 ÷ 6 = 10 > 48 ÷ 6 = 8
Review at BB with whole class. Mistakes corrected.
Answer: John has more bags. (2 more) Demonstrate if necessary with
Ps at front of class.
Do you think we could have written the signs without doing the
calculations? (Difficult in a) but possible in b) because the same Discussion, agreement
number of marbles are in each bag.) Extra praise if Ps notice
26 min
6 Book 2, page 108
Q.2 Read: On market day the farmer collected 37 eggs from his hens. Individual work, monitored
How many egg-boxes will he fill to sell at the market if helped
each egg-box can hold 6 eggs?
Ps may draw the egg-boxes and eggs in Pbs if they want to. Only rough drawings needed
Review at BB with whole class. Mistakes corrected. Reasoning, agreement,
Calculation: 37 (eggs) ÷ 6 (eggs) = 6 (times), remainder 1 (egg) checking, self-correction
Check: 6 × 6 + 1 = 37 Praising
Answer: The farmer will fill 6 egg boxes. Demonstrate with egg boxes
Discuss the fact that the farmer would actually need 7 boxes to and plastic eggs or cubes if
hold all the eggs but he could only sell full boxes at the market. there are problems.
32 min
7 Book 2, page 108 Individual trial, monitored
Q.3 Read: A shop had 21 kg of oranges, packed in 3 kg bags. helped
If 9 kg were sold, how many bags of oranges were left? Equations written on BB or use
Underline the calculation which answers the question. enlarged copy master or OHP
Review at BB with the whole class. T points to each equation in Reasoning, agreement,
turn and asks who chose it and why. (4 equations possible) e.g. checking, praising
Calculation: 21 ÷ 3 – 9 ÷ 3 = 7 – 3 = 4 , so 4 bags were left. or 21 kg ÷ 3 kg = 7 (tines)
Check: 4 × 3 kg = 12 kg, 12 kg + 9 kg = 21 kg 9 kg ÷ 3 kg = 3 (times)
7 – 3 = 4 (bags)
Also accept 21 – 9 = 4 × 3, ( 21 – 9) ÷ 3 = 4 and
21 ÷ 3 – 4 = 9 ÷ 3 and discuss the reasoning behind each. Demonstrate if necessary with
7 bags, each labelled '3 kg'
40 min
8 Book 2, page 108, Q.4 Paired work, monitored, helped
Read: Anne has 50 p. How much money should she give to Donna Ps use real or cardboard coins
so that they both have the same amount, if Donna already has: BB: a) 50 p – 40 p = 10 p
a) 40 p , b) 36 p, c) 42 p? 10 p ÷ 2 = 5 p
Review at BB with whole class. Class agrees on a general solution: Check: A: 50 p – 5 p = 45 p
D: 40 p + 5 p = 45 p
BB: (A – D) ÷ 2 = p Check it is true for other amounts too.
Similarly for b) 7 p, c) 4 p
45 min
© CIMT, Plymouth University
 MEP Book 2: Lesson Plans

R: Mental calculation Lesson Plan

Bk2 C:
E:
Multiplication and division by 7
Constructing equations, modelling 109
Activity Notes
1 Multiples of 7 Whole class activity
What do the following have in common?
e.g. Snow White and the seven dwarfs, the story about a 7-headed T could ask Ps for other
dragon, the 7 dots on a ladybird's back, the days of the week. examples of 7 of something
(All contain 7 of something: 7 dwarfs, 7 heads, 7 dots, 7 days)
• Let's count up in 7s from 0: '0, 7, 14, 21, . . .' (as far as Ps are able) T chooses Ps at random
• Let's count back in 7s from 84: '84, 77, 70, . . . (to zero – or Ps may use their number lines
into negative numbers if Ps are able). Praising only
6 min
2 Book 2, page 109, Q.1 Whole class activity
Read: Kangaroo starts from 0 and jumps along the number line 7 units
Use enlarged copy master or
at a time Draw his jumps on the number line. Complete the table.
OHP
P comes out to BB to draw in Kangaroo's jumps and rest of Ps recite the
numbers landed on. How many jumps were needed to reach 70? (10) Ps draw jumps in Pbs too

Let's complete the table to show where Kangaroo has reached after Reasoning, agreement,
different numbers of jumps. Ask Ps to explain the first 2 columns in table. checking praising
Ps come to BB one after another to fill in a column each and say the BB:
Number
relevant multiplication, (e.g. 3 × 7 = 21). (Ps fill in table in Pbs too.) of jumps 0 1 2 3 4 5 6 7 8 9 10

Number
reached 0 7 14 21 28 35 42 49 56 63 70

Let's read out the bottom row of the table as fast as we can! What are
these numbers? (multiples of 7) In unison, at speed. Praising
14 min
3 Making equations
Individual work in their books,
Study these pictures carefully. (T has BB already prepared.) monitored, helped
1) How many dots can you see in each picture? Do the calculations
in your exercise books. (Heading: Lesson number and date.)
BB:
a) Pictures drawn on BB or use
enlarged copy master or OHP
3 × 7 = 21

b)
3 × 7 + 3 × 7 = 21 + 21 = 42 Ps label equations a), b), c)
6 × 7 = 42 in their exercise books

c)
2 × 7 + 2 × 7 + 2 × 7 = 14 + 14 + 14
= 42
6 × 7 = 42
Discussion, reasoning,
Review at BB with whole class. Ps come to BB to write equations agreement, checking, praising
and explain reasoning Who agrees? Who did it a different way? etc.
BB:
2) How many ladybirds have a) 14 b) 28 dots? Do the calculations
a) 14 (dots) ÷ 7 (dots) = 2
in your exercise books. (Ps can use the table from Activity 2 to help)
b) 28 ÷ 7 = 4
Review at BB with whole class. Ps come to BB to write equations
and explain reasoning. Class agrees/disagrees. Extra praise
20 min
4 Interlude
Whole class in unison
Rhyme or song
22 min

© CIMT, Plymouth University

 MEP Book 2: Lesson Plans

Bk2 Lesson Plan 109

Activity Notes
5 Book 2, page 109 Individual work, monitored,
Q.2 Read: Draw pictures to show the equations. helped
T explains task. Encourage neat, small, simple drawings Ps draw the larger shapes first
(circles, crosses, dots, stars, etc.), with lines drawn to separate before adding the 7 elements
the different parts of each equation.
Review at BB with whole class. T chooses Ps to come out to Discussion, checking,
show drawings, e.g. agreement, praising
BB: BB:
a) b) ★
★
a) 4 × 7 + 1 × 7 = 35
★
★
★★
★★
★ ★★
{ {
★ ★★ ★
★
28 7
★★
★ ★★ 5 × 7 = 35
Class decides whether they match the equations. b) 1 × 7 + {
{ 2 × 7 = 21
Calculations checked. Mistakes corrected 7 14

Elicit that, e.g. 4 × 7 + 1 × 7 = 5 × 7. 3 × 7 = 21

28 min
6 Book 2, page 109, Q.3
Whole class activity
Read: Each girl puts 7 plums into a bag. How many bags will each
girl need? Write it as an equation. Plums drawn (or stuck) on BB
or use enlarged copy master or
T chooses 3 Ps to be Julie, Kate and Laura (or replace names with
OHP
those of actual Ps). Ps come out to circle their plums in groups of 7
and to write an equation about it.. Class agrees/disagrees. BB: Julie: 21 ÷ 7 = 3
T chooses another 3 Ps to come out to check with multiplications. Kate: 14 ÷ 7 = 2
Laura: 28 ÷ 7 = 4
A, you have 35 plums. How many bags will you need? (5) B, check
whether A is correct. Repeat with other Ps and other multples of 7. Orally, at speed. Praising

33 min
7 Book 2, page 109
Q.4 Read: Write the missing multiples of 7 in the table. Individual work, monitored,
Learn the multiples of 7 by heart. helped
Who can be first to tell me how many boxes are still to be filled Praising
in the table? Can you write it as an equation? (4 × 4 = 16) Use enlarged copy master/OHP
Ps fill in the missing multiples of 9. Review at BB with whole
Agreement. T insists on quiet
class. Mistakes corrected. Ps given time to learn by heart.
Close your Pbs and let's say the multiples of 9 together. In unison, in both directions
Who can be first to tell me how many boxes are still to be filled Extra praise
in now? Can you write it as one equation? (4 + 2 × 2 + 1 = 9)
38 min
8 Constructing multiplications and divisions
Individual work in exercise
a) Write different multiplications about this flower. 7
3 8 books monitored (helped if needed)
Each time start with the '7' in the centre.
10
7 6 Drawn on BB or use enlarged
Do the calculation and write in the result. 2
copy master or OHP
Review at BB with the whole class. e.g. 7 × 3 = 21, etc.
Ps may use their × tables
42 63
b) Write different divisions about this flower. 21
Discussion, agreement,
Each time start with a number on the petals. 70 7 14
28 checking with inverse operation,
Do the calculation and write in the result. 56
35 7
self-correction, praising
Review at BB with the whole class. e.g. 42 ÷ 7 = 6, etc.
T encourages listing in logical order. Let's read them out together. In unison, at speed

45 min
© CIMT, Plymouth University
 MEP Book 2: Lesson Plans

R: Mental calculation Lesson Plan

Bk2 C:
E:
Multiplication and division by 7
Remainders 110
Activity Notes
1 Completing statements Whole class activity
T has BB already prepared. Which numbers make the statements true? Written on BB, or use en-
larged copy master or OHP
BB: a) 6 × + 13 = 55 : (7)
b) 6 × + 13 < 55 : (6, 5, 4, 3, 2, 1, 0) (< 7)
c) 6 × + 13 > 55 : (8, 9, 10, . . .) (> 7)
a) Let's read the equation together. A, come and point to 55 on the In unison.
class number line. What should we do first? (subtract 13).
A, which number have you reached? (55 – 13 = 42) Ps have own number lines on
Now what should we do? (Divide by 6) How many 6s are in 42? (7) desks too.
(A could jump back along the number line 6 units at a time while Discussion, agreement,
the class keeps count.) What number could the square be? (7) Are checking, praising
any other numbers possible? (No) Let's check that 7 is correct.
Check: 6 × 7 = 42, 42 + 13 = 55. A writes '7' beside square. Ps write in exercise books too
(Heading: Lesson number and
b) Class reads inequality. Will the possible numbers be less than or date)
more than 7? (less than 7) Ps come out to write in the numbers and Discussion about the fact that
show on number line. Check: e.g. 6 × 6 + 13 = 49 < 55, etc. parts b) and c) can be deter-
Elicit that any number less than 7 will make the inequality true. mined from part a)
c) Class reads inequality. Will the possible numbers be less than or Reasoning, agreement,
more than 7? (more than 7) Ps come out to write in the numbers and checking, praising
show on number line. Check: e.g. 6 × 8 + 13 = 61 > 55, etc.
Elicit that any number greater than 7 will make the inequality true.
6 min
2 Writing equations Whole class activity
Let's write equations about the picture. Drawn on BB or use enlarged
BB: ✤ ✤ ✤ ✤ ✤ ✤ ✤ 5 × 7 = 35 7 + 7 + 7 + 7 + 7 = 35 copy master or OHP
✤ ✤ ✤ ✤ ✤ ✤ ✤ 7 × 5 = 35 5 + 5 + . . . + 5 + 5 = 35 (or stick 35 copies of an
✤ ✤ ✤ ✤ ✤ ✤ ✤ interesting picture on BB)
35 ÷ 5 = 7 2 × 7 + 3 × 7 = 35
✤ ✤ ✤ ✤ ✤ ✤ ✤ Ps write equations in their
35 ÷ 7 = 5 1 × 7 + 4 × 7 = 35 exercise books
✤ ✤ ✤ ✤ ✤ ✤ ✤ etc.
Ps applaud creativity
Ps come to BB to write equations and explain reasoning. Rest of class
Agreement, checking,
writes equations in their exercise books at same time.
praising
12 min
3 Book 2, page 110 Individual work, monitored,
Q.1 Read: Complete the table. Compare the rows by writing equations. helped
Let's recite the days of the week. How many are there? (7) Drawn on BB or use enlarged
T makes sure that Ps know relationship between rows in table. copy master or OHP
Review at BB with whole class. Mistakes corrected. BB: W = D ÷ 7
Let's compare the rows. B and C, come and write equations D = 7 × W
for the number of weeks and days. Who agrees? Who thinks Agreement, checking, praising
something else? Let's check with values from the table. Discussion, demonstration
T refers to large calendar and talks about days, weeks, months.
BB: W = M × 4
Extension Who can write an equation comparing weeks and normal M = W ÷ 4
months (months and years)? Who can think of another one?
Praising
20 min
4 Interlude
Whole class in unison
Action song
22 min
© CIMT, Plymouth University
 MEP Book 2: Lesson Plans

Bk2 Lesson Plan 110

Activity Notes
5 Problem Whole class activity
Listen carefully and try to picture the story in your head. Think how you
could work out the answer.
T repeats slowly and asks Ps
Three 7-headed dragons are going to have lunch. They want to share out to repeat in own words.
42 pears equally.
Discussion on strategy for
a) How many pears will each dragon have?
solution. Involve several Ps
Who can suggest how to work out the answer? Who agrees? etc.
Draw rough diagram if needed
BB: 3 dragons: 42 pears
1 dragon: 42 (pears) ÷ 3 = 30 ÷ 3 + 1 ÷ 3 = 10 + 4 = 14 Reasoning, agreement
Check: 3 × 14 = 3 × 10 + 3 × 4 = 20 + 12 = 42 Checking with multiplication
Answer: Each dragon will have 14 pears.
b) How many pears will each head have?
Who can suggest how to work out the answer? Who agrees? Who Discussion on strategy for
can think of another way? etc. solution. Involve several Ps
e.g. BB: 7 heads: 14 pears 1 head: 14 pears ÷ 7 = 2 pears Reasoning, agreement
Check: 2 × 7 = 14
Checking with multiplication
or Number of heads = 3 × 7 = 21
21 heads: 42 pears, 1 head: 42 pears ÷ 21 = 2 pears
Ps can write calculations in
Check: 2 × 21 = 2 × 20 + 2 × 1 = 40 + 2 = 42
their exercise books too
Answer: Each head will have 2 pears.
27 min
6 Book 2, page110
Individual work, monitored
Q.2 Read: Write in the missing numbers. (helped)
Learn and practise the 7 times table.
Class points out mistakes
Deal with one column at a time. Review orally round class. Ps correct their errors
Elicit that the products and dividends are the same numbers.
In the next 2 minutes try to learn the multiplications by heart and T asks for quiet so that
then we will try to say them without looking at the books! everyone can concentrate
Ps close Pbs and recite the columns together, with T's help. At speed, in unison (or relay)
34 min
7 Book 2, page110, Q.3
Whole class activity
Read: Snow White was baking cakes. She gave the same number of
Drawn on BB or use enlarged
cakes to each of the 7 dwarfs. How many cakes did each dwarf
copy master or OHP
get and how many remained for Snow White? Complete the table.
T (or P) explains what each row of table means using the column already Initial discussion
completed. (Middle row is top row divided by 7, bottom row is the remain- At speed. Ps give details
der, top row is 7 times the middle row plus the bottom row. only where necessary
Ps come out to complete the columns. Class points out errors. Alternative Agreement, checking, praising
answers to final column could be done orally by Ps in 3s. Demonstrate if problems
40 min
8 Book 2, page110 Individual work, monitored,
helped
Q.4 Read: Which is more? Write in the correct sign.
BB: 14 50
Revise order of operations. (brackets, then ÷ or × , then + or –) { {
a) 7 × (8
{ – 6) < { 7× 8 – 6
Ps write result below first calculation, then above RHS and LHS,
2 56
before writing in the correct sign. 3 7
{ {
Review at BB with whole class. Mistakes corrected b) 35 ÷ 7 – 2 < 35÷ {
(7 – 2)
{
5 5
45 min

© CIMT, Plymouth University

 MEP Book 2: Lesson Plans

R: Mental calculation Lesson Plan

Bk2 C:
E:
Multiplication and division by 8
Remainders. Modelling 111
Activity * OHT 7 in MEP Transparency Collection at Notes
[Link]
1 Number strips (or Cuisennaire rods or multilink cubes) Whole class activity
T sticks/draws on BB an 8 cm strip. How many 4 cm (2 cm) strips laid (Ps could havestrips/ rods on
end to end are needed to cover the same length? (2, 4) (BB) desks too and work in pairs)
Let's calculate the total length of several such strips in this table. BB:

BB: Number of: 8 cm

strips 0 1 2 3 4 5 6 7 8 9 10
Bold numbers
4 cm 4 cm
2 cm strips 0 2 4 6 8 10 12 14 16 18 20 already given. 2 cm 2 cm 2 cm 2 cm
4 cm strips 0 4 8 12 16 20 24 28 32 36 40
Ps fill in rest
8 cm strips
8 cm = 2 × 4 cm = 4 × 2 cm
0 8 16 24 32 40 48 56 64 72 80
Table drawn on BB or use
Ps come out to fill in the columns, saying the relevant multiplication. enlarged copy master or OHP
Class checks and points out errors. (Or class dictates what T should write.) Reasoning, agreement,
Let's compare the rows. (e.g. 2nd row is 1 quarter of bottom row, checking, praising
3rd row is twice 2nd row, etc.) Involve several Ps. Praising
Let's say the numbers in the last row and point to them on our number
lines. (T points on class number line too.) In unison, in both directions

10 min
2 Book 2, page 111
Q.1 Read: A spider has 8 legs. Complete the table. Whole class discussion about
Talk about spiders being special because most insects have spiders. Involve several Ps
only 6 legs. What else is special about spiders? (Spin webs to
Individual work, monitored
catch flies, etc.)
Drawn on BB or use enlarged
Make sure Ps realise that 2nd row is 8 times top row.
copy master or OHP
Review at BB with whole class. Mistakes corrected. Ps give
Agreement, checking, self-
details of some columns if necessary,
correcting, praising
e.g. 8 + 8 + 8 + 8 + 8 + 8 + 8 + 8 = 8 × 8 = 64
Read out in unison
What are the numbers in the bottom row of the table? (multiples
of 8) Let's check them on our multiplication table (or OHT 7 *). BB: Let number of:
Spiders = S, Legs = L
Read: Compare the rows.
S = L ÷ 8
Who could write an equation about a row in the table? Who L = S × 8
agrees? Who could write another? Check with values from table.
Agreement, checking, praising
18 min
3 Book 2, page 111
Q. 2 Read: Write different equations about the picture. Individual work, monitored,
helped
Who can tell us something about the picture? (e.g. 7 dominoes,
each domino has 8 dots with 4 dots (2 rows of 2 dots) in each Drawn on BB or use enlarged
half; 56 dots altogether) copy master or OHP
Review at BB with whole class Deal with all cases. Discussion, agreement,
BB: e.g. 7 × 8 = 56 56 ÷ 8 = 7 checking, self-correction
8 × 7 = 56 56 ÷ 7 = 8 T and Ps applaud creative
8 + 8 + 8 + 8 + 8 + 8 + 8 = 56 equations
3 × 8 + 4 × 8 = 24 + 32 = 56, etc.
23 min
4 Interlude
Song, rhyme, exercises Whole class in unison
25 min

© CIMT, Plymouth University

 MEP Book 2: Lesson Plans

Bk2 Lesson Plan 111

Activity Notes
5 Building 8-unit cubes Whole class activity
T holds up a unit cube. Who can make a large cube from 8 unit cubes? Demonstration, agreement,
P comes out to build cube and class keeps count of unit cubes used. praising
Class decides whether final shape is indeed a cube.
Discussion, agreement,
a) How many unit cubes will we need to build 2 (8, 9)
checking, praising
large cubes cubes like this one?
What kind of operation should we use? (multiplication, or addition) BB:
Let's use multiplication as it is shorter. Ps dictate what to write. a) 8 × 2 = 16
T writes on BB, Ps in their exercise books 8 × 8 = 64
8 × 9 = 72
b) How many larger cubes can be built from 40 (44, 50) unit cubes?
b) 40 ÷ 8 = 5
What kind of operation should we use? (division)
44 ÷ 8 = 5, remainder 4
Ps dictate what to write. T writes on BB, Ps in Ex. Bks.
50 ÷ 8 = 6, remainder 2
How can we check the divisions? (With multiplications + additions)
Check: e.g. 6 × 8 + 2 = 50
Demonstrate with unit cubes if necessary.
Praising
30 min
6 Book 2, page 111 Individual work, monitored,
Q.3 Read: Fill in the missing numbers and signs. helped.
T tells Ps to follow the middle, straight arrows first, writing in Drawn on BB or use enlarged
the missing numbers. Then Ps write the missing signs on the copy master or OHP
curved arrows.
Deal with one part at a time. Review at BB with whole class.
Discussion at BB
Solution: ×4 ×8
Agreement, checking,
×2 ×2 ×2 ×2 ×2
2 4 8 16 32 64 praising
Go through the difficult
÷4 ÷8 calculations on BB, e.g.
Elicit that: 16 × 4 = 16 + 16 + 16 + 16
• multiplying (dividing) by 2 twice is the same as multiplying = 64, or
(dividing) by 4; 16 × 4 = 10 × 4 + 6 × 4
• multiplying (dividing) by 2 three times is the same as = 40 + 24 = 64
multiplying (dividing) by 8. Agreement, checking
36 min
7 Book 2, page 111 Individual work, monitored,
Q.4 Read: Write the new multiples of 8 in the table. helped
Learn the multiples of 8 by heart.
Praising
Who can be first to tell me how many boxes we still have to fill?
Use enlarged copy master/OHP
(5) Which are they? (8 × 0, 8 × 1, 8 × 8, 0 × 8, 1 × 8)
Ps fill in the missing multiples of 9. Review at BB with whole Agreement. T insists on quiet
class. Mistakes corrected. Ps given time to learn by heart. In unison, in both directions
Close your Pbs and let's say the multiples of 8 together.
Ps may fill these in now if
Who can be first to tell me how many boxes are still to be filled they are sure they know them
in now? (4) What are they? (0 × 0, 0 × 1, 1 × 0, 1 × 1)
41 min
8 Comparing equations 30 29
Which is more? How many more? BB:
4 ×8–2 1> 3 ×8+5 Whole class activity
19 Drawn on BB or use enlarged
Ps come out to write result beside
7 48 ÷ 8 + 1 <12 64 ÷ 8 + 11
copy master
each shape, then write the missing sign
and number between them.
11 32 ÷ 8 + 7 <29 5×8 40
Agreement, checking, praising
45 min
© CIMT, Plymouth University
 MEP Book 2: Lesson Plans

R: Mental calculation Lesson Plan

Bk2 C:
E:
Multiplication and division by 8
0 and 1 in multiplication. Remainders 112
Activity Notes
1 Equations Whole class activity
Which numbers are missing from these equations to make them correct? BB already prepared
BB: a) 5 × = 40 b) 3 × + 7 = 31
Done at a good pace
c) ÷ 7 = 6 d) ÷ 9 = 7+1
Ps come out to BB to write in missing numbers, explaining reasoning Reasoning, agreement,
and using inverse operations, while other Ps write in Ex. Bks. checking, praising
e.g. b) 3 × = 31 – 7 = 24, 24 ÷ 3 = 8 Solutions:
Check: 3 × 8 + 7 = 31 ✓ a) 8, b) 8, c) 42, d) 72
5 min
2 Problem
Listen carefully, picture the story in your head and calculate the Individual work, monitored,
answer in your exercise books. Use what you like or draw a diagram helped
to help if you need it.
At a birthday party there were 32 cakes on a plate. The 8 children at T repeats slowly and asks Ps to
the party ate equal amounts. How many cakes did each child eat? repeat in own words.

Show me the answer with your fingers . . . now! (4) In unison

A, come and explain how you got your answer. Who agrees? Who Reasoning, agtreement,
thinks something else? Who made a mistake? What kind of mistake? checking, self-correcting
Plan: 8 children: 32 cakes, 1 child: 32 cakes ÷ 8 Praising
Calculation: 32 ÷ 8 = 4
Demonstrate if necessary
Answer: Each child ate 4 cakes.
10 min
3 Table of zeros
What is this animal? (snail) Who can tell me something about it? Whole class activity
How many legs does it have? (0) How many shells does it have? (1) Drawn on BB or use enlarged
Let's fill in the table for several snails. copy master or OHP
BB: Number of: Discussion about snails (how
they move, where they live,
0 1 2 3 4 5 6 7 8 9 10
slimy trails, etc.)
legs 0 0

shells 0 1

Ps come out to complete each column, saying the relevant multiplication. Reasoning, agreement,
e.g. 'five times zero equals zero', 'five times 1 equals five', etc. checking, praising
Let's find the rows and columns for 0 and 1 in the multiplication table. Use OHT 14 or copy master
Ps can find in own × tables too.
Elicit that:
• any number multiplied by zero and zero times any number is zero. Discussion, agreement
• any number multiplied by 1 and 1 times any number is the number itself.
Let's read out the multiplication tables for 0 and 1. '0 × 0 = 0, 0 × 1 = 0, . . . In unison, at speed

18 min
4 Interlude
Whole class in unison
Action song
20 min

© CIMT, Plymouth University

 MEP Book 2: Lesson Plans

Bk2 Lesson Plan 112

Activity Notes
5 Book 2, page 112 Individual work, monitored
Q.2 Read: Fill in the missing numbers. (helped)
Learn and practise the 8 times table.
Class points out mistakes
Deal with one column at a time. Review orally round class. Ps correct their errors
Elicit that the products and dividends are the same numbers.
In the next 2 minutes try to learn the multiplications by heart and T asks for quiet so that
then we will try to say them without looking at the books! everyone can concentrate
Ps close Pbs and recite the columns together, with T's help. At speed, in unison (or relay)
Let's find the row and column for 8 in our multiplication tables Use OHT 14 (or copy master),
and say them in increasing (decreasing) order. Ps can use own × tables
T says a multiplication, e.g. 8 × 6, P comes out to point to 64;
At a good pace. Praising
T points to a multiple of 8, e.g. 32, P says 8 × 4, etc.
28 min
6 Book 2, page 112 Individual work, monitored,
Q.3 Read: Fill in the missing numbers and signs. helped.
Deal with one part at a time. Review at BB with whole class. Drawn on BB or use enlarged
Solution: a) b)
copy master or OHP
×4 ×2 ×2 ×4
7 28 56 5 10 40
Discussion, agreement,
× 8 × 8
checking, praising
BB:
Elicit that multiplying by 2 and then by 4 (or by 4 and then by 2) 2 × 28 = 2 × 20 + 2 × 8
is the same as multiplying by 8. = 40 + 16 = 56
Extension If the arrows were pointing in the opposite direction, what Whole class or individual
would the numbers and signs be? work. Agreement, praising
33 min
7 Book 2, page 112, Q.3
Whole class activity
Read: Minnie Mouse takes home some worms for her 8 babies.
Drawn on BB or use enlarged
She gives each baby mouse an equal number of worms.
copy master or OHP
How many worms does each baby get and how many remain
for Minnie? Complete the table. Initial discussion
T (or P) explains what each row of table means. (Middle row is top row At a good pace. Ps say the
divided by 8 or 1 eighth of top row, bottom row is the remainder, top row is relevant multiplication
8 times the middle row plus the bottom row.) e.g. 18 = 2 × 8 + 2,
Ps come out to complete the columns. Class points out errors. Ps can fill 6 × 8 + 2 = 50, etc.
in table in their books. Demonstrate columns where there are difficulties. Agreement, checking, praising
39 min
8 Mental practice Whole class activity
T calls 2 pairs of Ps at a time to front of class. 1st P of one pair says an More able Ps in 2nd pair
operation, 2nd P of same pair says another and 2nd pair must say another
2 operations which have the same result. T writes calculations on BB:
e.g. 1st pair: P1: '4 × 8', P2: '– 2'; 2nd pair: P3: '6 × 4', P4: '+ 6'; 4 × 8 – 2 = 6 × 4 + 6 = 30
Class calculates mentally and either applauds or shows thumbs down. Repeat for other pairs if time
43 min
9 Book 2, page 112 Individual (or paired) work,
Extension Q.4 Let Ps read question and work out answer without help first. monitored
Review solution at BB, using inverse calculations. Do a check. Reasoning, agreement, praising
BB: 8 × 8 = 64, 64 – 24 = 40, 40 ÷ 8 = 5 BB: (5 × 8 + 24) ÷ 8 = 8
45 min
© CIMT, Plymouth University