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Mental oralMain ActivityPlenaryIndividual assessment +/Key vocabObjectiveActivityObjectivesDirect teaching inputActivitiesKey questions and resourcesMondayRead and write numbers from 020,use position of place value to position these numbers on a number track and number line.Show the children animal picture cards. Peg onto line ask which animal is first? Which is last? Which is between the second and fourth? / Swap over the tenth and fourth cards which position is the elephant now? Etc etc.
2 GROUPS 1 LED BY TASay the number that is 1 more or less than any given number, and 10 more or less for multiples of 10I know the number that is one more or one less than any number up to 20 or more Using the 100 square, either on ixb or individual squares ask questions such as look at number 15 on the square. What is 1more/less than it? How do you know? Repeat with other numbers to 30 and beyond for HA. Repeat questioning with no 100 square on view.
Children work on differentiated number frameworks 1more/1 less
HA beyond 30 T
MA to 30 TA
LA 120
110
Use the numbers 15 to 20. Choose a pair of numbers to make this sentence true: INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/symb_square.gif" \* MERGEFORMATINET is one more than INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/symb_square.gif" \* MERGEFORMATINET How many different pairs can you find that make the sentence true? Can you make the sentence true with other numbers
100 SQUARES
FRAMEWORKS
ANIMAL CARDS
TuesdayRead and write numbers from 020,use position of place value to position these numbers on a number track and number line.Show the children animal picture cards. Peg onto line ask which animal is first? Which is last? Which is between the second and fourth? / Swap over the tenth and fourth cards which position is the elephant now? Etc etc.
2 GROUPS 1 LED BY TAUse the vocabulary related to addition and subtraction and symbols to describe and record addition and subtraction number sentence
Relate addition to counting on; recognise that addition can be done in any order; use practical and informal written methods to support the addition of a onedigit number or a multiple of 10 to a onedigit or twodigit numberI can add 1, 2, 3, 4, 5, 6, 7, 8 or 9 to numbers up to 20 or more Remind children of the addition strategy put the larger number in your head and count on in 1s. Ask them to use this to calculate 6 + 3. Ask more addition sums ask how did you work that out?
Use a range of vocabulary Add 3 to 5 What is 6 plus 2? What is 5 add 1? How many are 4 and 6 altogether?
Ask which numbers could total 9. On board write
O + O = 9
Invite chn to suggest suitable answers. Encourage chn to talk about any patterns they see.
Repeat with egs of O + 3 = 7 etc
EMBED Package Children work on differentiated frameworks involving missing answers/numbers
HA addition statements to 15
MA addition statements to 10
LA addition statements to 6
Straight forward addition What is 19 add 5? What can you use to help you find the answer? Someone said 19 plus 5 makes 23. Can you show how you know that is not the right answer?
FrameworksWednesdayDerive and recall all pairs of numbers with a total of 10 and beyondPlay number bingo. Children choose 6 numbers and cross number off if they have answer to given sum.
HYPERLINK "http://www.wmnet.org.uk/wmnet/custom/files_uploaded/uploaded_resources/848/auto_indx.htm" http://www.wmnet.org.uk/wmnet/custom/files_uploaded/uploaded_resources/848/auto_indx.htm
TA to support LAUse the vocabulary related to addition and subtraction and symbols to describe and record addition and subtraction number sentences
Relate addition to counting on; recognise that addition can be done in any order; use practical and informal written methods to support the addition of a onedigit number or a multiple of 10 to a onedigit or twodigit numberI can add 1, 2, 3, 4, 5, 6, 7, 8 or 9 to numbers up to 20 or more Write these number sentences on the board and invite children to give their answers
2 + 6= 6 + 2 =
What do you notice about these number sentences? Encourage children to say that the numbers added are the same but in a different order and the answer to both are the same. Repeat with other numbers. Use carpet numbers to demonstrate same numbers but in a different position.
Children take 2 cards from a pile and make 2 number sentences with them plus answer
HA 110
MA 110 WITH support
LA practically with carpet tiles Remind chn that once they have the answer to one number sentence they have the answer to second.
Ask I have 3 iced cakes and 2 jam tarts How many cakes altogether? How did you work that out? I have 2 iced cakes and 3 jam tarts how many altogether? How did you work that out?Number cards
WhiteboardsThursdayDerive and recall all pairs of numbers with a total of 10 and beyondPlay number bingo. Children choose 6 numbers and cross number off if they have answer to given sum.
HYPERLINK "http://www.wmnet.org.uk/wmnet/custom/files_uploaded/uploaded_resources/848/auto_indx.htm" http://www.wmnet.org.uk/wmnet/custom/files_uploaded/uploaded_resources/848/auto_indx.htm
TA to support LAUnderstand subtraction as 'take away' and find a 'difference' by counting up; use practical and informal written methods to support the subtraction of a onedigit number from a onedigit or twodigit number and a multiple of 10 from a twodigit numberI can work out the difference between two numbers Looking at subtraction patterns
Start by writing 5 0 = on the board and ask chn to discuss their answer. Talk about how taking away 0 leaves a number unchanged. Continue the pattern 5 1 = 4 5 2 = 3 etc
What do you notice about this pattern? Encourage the children to discuss what they see.  That the number after the take away sign goes up by one each time and the number in the answer goes down by one each time. We can find the answer by counting back eg 5 1 count back 1 from 5 demo on number line
HYPERLINK "http://www.rainforestmaths.com/" http://www.rainforestmaths.com/
Children work in pairs writing out the subtraction sums for
HA 10
MA 6
LA framework to follow HYPERLINK "http://www.oswego.org/ocsdweb/games/SumSense/sumsub.html" http://www.oswego.org/ocsdweb/games/SumSense/sumsub.html
take away IWB gameFrame workFridayDerive and recall all pairs of numbers with a total of 10 and beyondQuick recall using whiteboards
TA TO WORK WITH KYE MEGAN OWEN GEORGE LUKE 15
Understand subtraction as 'take away' and find a 'difference' by counting up; use practical and informal written methods to support the subtraction of a onedigit number from a onedigit or twodigit number and a multiple of 10 from a twodigit numberI can work out the difference between two numbers
Recap on subtraction using a IWB activity
HYPERLINK "http://www.rainforestmaths.com/" http://www.rainforestmaths.com/
Give children word problems to solve using subtraction eg I had 5 ice lollies and 1 melted .How many were left?
Remind clue words etc
Children work on differentiated word problems
HA answers 110
MA with support
LA using a maths programme to reinforce subtractionWhat is the difference between 5 and 12? How can you show that using counters? Can you put something on paper to show that? How could you work that out on a number line?
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