Northumberland NGfL:Middle Street Maths

Click here for 2004 materials	Middle Street Maths 1


Transition materials for years 4 to 5 produced by Northumberland Numeracy team

Middle Street is the setting for some word problems and investigations to be used for a series of lessons that will act as a transition unit from year 4 to year 5.
Middle Street shopping arcade consists of 5 shops:

Annie's cafe

Bailey's Bookshop

Bob's Bikes

Mr Freshfood's Fruitshop

Pooky's Petshop

For each shop there is both a word problem and an investigation based on Summer term year 4 objectives and Autumn term year 5 objectives. The problems and investigations have been coded to accommodate some differentiation within the class as follows:

M	Suitable for the main body of children working at this year group’s objectives.
S	The main problem or investigation has been simplified.
C	The main problem or investigation has been made more challenging.

The work is based on the National Numeracy Strategy medium term plans for the Summer term in year 4 and the Autumn term in year 5.
There is an emphasis on Using and Applying Mathematics (UAM) in both year groups. Any calculations encountered in the word problems are focused on the calculation strategies of addition and subtraction in year 4 and multiplication and division in year 5.

Year 4:

Unit	Days	Pages	Topic	Objectives: Children will be taught to;
2–3	10	34–37	Understanding + and -	Understand the principles of associative law for addition (not name).
		40–47	Mental calculation strategies (+ -)	Use number facts and place value to add/subtract mentally any pair of two-digit whole numbers.
		48–51	Pencil and paper procedures (+ -)	Develop, refine written methods for column addition/subtraction.
		82–85	Money and ‘real life’ problems	Add more than two whole numbers less than 1000, and money. Choose appropriate operations and calculation methods to solve money and ‘real life’ word problems with one or more steps.
		72–75	Making decisions, checking results	Explain working.
12	5	34–37	Understanding + and -	Consolidate understanding of addition and subtraction.
		40–47	Mental calculation strategies (+ -)	Add/subtract mentally any pair of two-digit whole numbers.
		48–51	Pencil, paper procedures (+ and-)	Refine column addition and subtraction.

Year 5:

Unit	Days	Pages	Topic	Objectives: Children will be taught to;
2-3	10	52-57	Understanding x and ÷	Understand the effect of and relationships between the four operations, and the principles of arithmetic laws as they apply to multiplication. Use doubling/halving: double any two digit number;
		60-65	Mental calculation strategies (x ÷)	Halve an even number, double the other; multiply by 25 by x 100 then ÷ 4; Multiply by 16 by x 8, then double; find a ¹/₆ by halving a ^1/₃^.Approximate first.
		66-69	Pencil and paper procedures (x and ÷)	Use informalpencil and paper methods to support, record or explain x and ÷ Extend written methods to HTU x U or U.t x U.
		82-85	Money and ‘real life’ problems	Use all four operations to solve money or 'real life' word problems.
		70-75	Making decisions and checking results including using a calculator	Choose appropriate operations/calculation methods. Explain working. Check by estimating. Use inverse operation.

The range of problems provided is intended to give the children the opportunity to develop their ability, not only to solve problems, but to explain them to other audiences through drawings, diagrams, empty number lines and calculations as well as written and oral explanations.

At its simplest the work could be completed over a week in year 4 and another week in year 5 by ‘visiting’ a different shop on each day of the week and completing both the word problem and the investigation.

The problems and investigations are intended to be the basis for the main part of the lesson. You will need to plan suitable mental/oral starters and plenaries for your children.

One of the aims of this project is to provide continuity of learning between the end of year 4 and the beginning of year 5. Therefore schools and partnerships may wish to consider how the children will present their work e.g. starting a new maths book in year 4 and continuing with it in year 5 or using a special folder for the project.

A set of answers and suggested aspects that you may wish to look out for or comment upon is also included.