S.O.D.A. Start Of Day Activity

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S.O.D.A.Start Of Day Activity

• Morning registration mathematics activity
• Aligned to the Renewed Framework for Mathematics
• Stoke-on-Trent Primary Maths Team

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S.O.D.A.Start Of Day Activity

• WHAT IS IT?
• 10 mathematics questions per day based on the
  Renewed Framework for Mathematics.
• Questions 1-5 consolidate maths from the previous
  unit.
• Questions 6-10 are based on the previous years
  coverage of the next unit (following Block
  sequence A B C D E).
• This will support you in pitching the learning
  appropriately for the next unit and gathering
  evidence for APP.
• WHAT IS IT NOT?
• SODA is NOT intended to be used during any part
  of the daily mathematics lesson.
• It is an ADDITIONAL resource to support the
  CONSOLIDATION of learning which has taken place
  previously.

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S.O.D.A.Start Of Day Activity

• WHEN?
• During the registration period at the start of
  the day.
• Pupils could record their answers in a SODA
  book.
• Go through the questions and discuss strategies
  the children used with the pupils during
  registration.
• Ensure that you model the correct mathematical
  vocabulary and always encourage the children to
  use it correctly.
• HOW?
• Use SODA as it stands or personalise the
  questions for your pupils by adapting / replacing
  them.

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Year 5, Block B, Unit 2

• Questions 1 - 5 based on Year 5, Block A, Unit 2
• Questions 6 -10 based on Year 4, Block C, Unit 2

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Monday 19th January 2009

• Would you use a mental, written or calculator
  method to solve problems 6, 7 8? Solve the
  problems using the best method.
• 1. 45.32 x ? 271.92
• 2. How many 90p ringtones can I buy with 5?
• 3. Batteries costing 5.46 and doorbell costing
  12.95
• 4. 8.9, 9.9 Ella thinks the next number in the
  
• sequence is 10.9. Why is she wrong?
• 5. Double 5.4
• What questions could you investigate from this
  data set?

Boys shoe sizes in our class Girls shoe sizes in our class
3, 4, 6, 4, 5, 5½, 4½, 4, 3½, 5, 4½, 6, 5½, 7, 5, 2, 4, 3, 3½, 4½, 5½, 3, 2, 2½, 4, 6, 4½, 5, 3½, 3½
Year 5 Block B Unit 2
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Tuesday 20th January 2009

• 1. 0.3, 0.5, 0.7, 0.9, __, __, __
• 2. What does the 4 represent in 3.4? 4.09?
  9.04?
• 3. double 5.0
• 4. double 0.6
• 5. double 5.6
• How could you investigate whether peoples first
  names have fewer letters than their surnames?

Year 5 Block B Unit 2
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Wednesday 21st January 2009

• 1. What is the rule for this sequence 4.0, 3.6,
  3.2, 2.8,
• 2. Write 3 other numbers which could be in this
  sequence
• 3. __, 8.0, __, 8.2, __, 8.4, __, 8.6,
• 4. halve 8.8
• 5. halve 8.1
• Complete
• the tally total
• and draw a
• bar chart
• showing this
• Data.

Year 5 Block B Unit 2
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Thursday 22nd January 2009

• 1. a decimal equal to 43 hundredths
• 2. write as a decimal, 4 3/10 4/100
• 3. 3.4 4.45
• 4. find two numbers between 2 and 3
• which sum to 4.7
• 5. find two numbers between 2 and 3
• which sum to 5.2
• Nemo says heavier balls roll further than
  lighter balls.
• What information would you need to collect to
  investigate this? How would you organise the
  information you collected?

Year 5 Block B Unit 2
9
Friday 23rd January 2009

• What can you tell from comparing these 2 graphs?
• What do you think are the reasons for the
  differences?

Year 5 Block B Unit 2
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Monday 26th January 2009

• 1. 2.35 2 ? 5/100 (write ? as a fraction)
• 2. now write the value of ? as a decimal
  fraction
• 3. divide 180 by 60
• 4. How many 6s are there in 120?
• 5. Ten times a number is 600. what is the
  number?
• 6. a decimal equal to 25 hundredths
• 7. write as a decimal 2 9/10 4/100
• 8. divide 90 by 30
• 9. 5735 1999
• 10. 9 x 26

Year 5 Block B Unit 2
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Tuesday 27th January 2009
Estimate the number of people in each age group
Year 5 Block B Unit 2
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Wednesday 28th January 2009

• 1. ___ 2 2/10 5/100 (write as a decimal)
• 2. Five times a number is 600 what is the
• number?
• 3. Three times a number is 210 what is the
• number?
• 4. 5018 2997 estimate the result
• 5. now work out the exact answer
• 6. 7.92 7 0.9 ? (write ? as a decimal
  fraction)
• 7. now write ? as a common fraction
• 8. What is the smallest whole number divisible
  by 6?
• 9. What is the smallest whole number divisible
  by 3?
• 10. What number is divisible by both 3 and 5?

Year 5 Block B Unit 2
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Thursday 29th January 2009

• 1. What is the value of 4 in 23.41 ?
• 2. now write it as a common fraction
• 3. What is the value of 1 in 23.41 ?
• 4. now write it as a common fraction
• 5. A number divisible by both 3 and 7
• What data would be
• appropriate to enter
• into a Carol diagram?
• Can you compete the
• Carol diagram with
• your own data?

Year 5 Block B Unit 2
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Friday 30th January 2009

• 1. a number that lies between 3.5 and 3.6
• 2. a multiple of both 4 and 7
• 3. 18 x 15 9 x __
• 4. Four cards cost 56p. How much does one card
  cost?
• 5. show your working
• Copy and complete the
  Venn diagram.
• Can you use
• numbers above 40?
• Can you use any 3-digit
• numbers?

Year 5 Block B Unit 2
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Monday 2nd February 2009

• Summarise the information shown in Graph A and
  Graph B. Which graph has the better scale? Why?

Year 5 Block B Unit 2
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Tuesday 3rd February 2009

• 1. What is the value of 6 in 87.56 ?
• 2. now write it as a common fraction
• 3. What is the value of 5 in 87.56 ?
• 4. now write it as a common fraction
• 5. 96 8
• 6. a number that lies between 0.9 and 1.0
• 7. 2400 __ 100
• 8. _ _ _ 10 4_ fill in the missing digits
• 9. What number is ten times bigger than 0.03?
• 10. Explain how to multiply a decimal by 10

Year 5 Block B Unit 2
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Wednesday 4th February 2009

• 1. which number is closest to 2? 2.9, 1.2, 1.9,
  2.2
• 2. One pencil costs 15p. How much do 6 cost?
• 3. show your working out.
• 4. can you do it a different way?
• 5. Divide 42.5 by 10
• Estimate how far you could walk in
• 6. 10 minutes
• 7. 1 hour
• 8. 10 hours
• 9. How would you measure the length of this
• curved line?
• 10. A kettle holds about 2ml, 200ml, 2 l or 20
  l

Year 5 Block B Unit 2
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Thursday 5th February 2009

• Mark the calculations (Q1-5) right or wrong.
  Correct any wrong answers
• 1. 16 x 7 102
• 2. 300 30 10
• 3. half of 9.6 4.8
• 4. 6 ¼ 2/10 6.45
• 5. Double 9.9 18.18
• 6. Which number is closest to 5? 5.9, 5.2,
  4.99,5.1
• 7. divide 33.5 by 10
• 8. 16 x 4 8 x ?
• 9. 6 x 7 3 x ?
• 10. Two numbers with a difference of 1.8

Year 5 Block B Unit 2
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Friday 6th February 2009

• Children measured some two footed jumps they did
  in cm. Here are their results.
• 75, 100, 110, 125, 132, 138, 140, 142, 145, 150,
  153, 160, 175, 190,
• Show these results as a bar graph with discrete
  grouped data.
• Decide how to group the measurements.

Some children did a sponsored walk. This bar
graph shows their results as discrete grouped
data. Use this to help you with the following
question.
Year 5 Block B Unit 2