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# Sandridge

Name Unit B2 WEEK 2 sandridge 1 Numeracy B2 Counting partitioning and calculating 43_B2 WEEK 2.doc

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Mental oral

Autumn/Spring/Summer1st/2ndDate: 28.01.08 1G Unit 2B2 WEEK2 Counting partitioning and calculating

# MainActivity

Plenary

Individualassessment +/-

Key vocab

Objective

Activity

Objectives

Direct teachinginput

Activities

Key questions andresources

## Monday

Count on and back in2s

Count in 2s from 0-20 and beyond.

Count back in 2s from0-20 and beyond. Use counting Joe

TA small group backand for in 1s and then 2s

Describe simplepatterns and relationships involving shapes or numbers; decidewhether examples satisfy given conditions.

I can use numbers orshapes to make patterns of my own. I can describe patterns toothers.

Recall the doubles ofnumbers to at least 10

I can recall or workout the doubles ofnumbers up to 5 + 5 or more.

Use double facts to 5+ 5 cards. Ask the children to respond by showing the number facton their fingers. Ask individual children What is double---? Whatis add--? Extend to doubles up to 20 Show a tower of 6interlocking cubes How can we find out double 6? Make another towerof 6 and count on from the first group 6,7,812 double 6 is 12 6 +6=12. Repeat with numbers up to 10

Use dice to generatedouble sums. Children throw dice and double the number thrown,record as 2 + 2 = 4 etc

HA Dice to 12

MA Dice to 9

LA Dice to 6

TA find doubles indominoes and either count dots or use counters to count. Drawpattern

Use word problemscontaining double facts

Marthas Mum givesher 5p and her Dad gives her 5p. How much does she have altogether?How did you work out the answer?

Dominoes

dice

Tuesday

Count on and back in2s

Count in 2s from 0-20 and beyond.

Count back in 2s from0-20 and beyond. Use counting Joe

Count around theclass. TA small group back and for in 1s and then 2s

Recall the doubles ofnumbers to at least 10

I can recall or workout the doubles ofnumbers up to 5 + 5 or more.

Recap on previouslesson number facts and how to work out unknown doubles.

Provide a pack of1-10 cards for each pair of children they shuffle cards and taketurns to take a card (or have cards in small bag for them to reachinto) They say the double fact and if their partner agrees they getto keep the card. Winner is the one with most cards at the end ofthe game.

USE MIXED ABILITYBETWEEN LA AND MA, MA AND HA

Write up double 2 askfor answers repeat to double 11. Ask what pattern can you see? Alleven and 2 more than the previous one

1-10 cards

Wednesday

Recall numbers ofdoubles to at least 10

Use the double factsto 10 5 +

5 cards

Ask children to showmissing number on fingers.

TA ORANGE use doubledomino cards

Derive and recallall pairs of numbers with a total of 10 and addition facts to atleast 5

Explain that we shallbe learning all the addition facts of 10. Ask the children tosuggest some facts such as 8 + 2, 6 + 4 etc. Then write 10 + ? = 10What fits here? Repeat for all the facts up to 10.

Ask can you see somefacts, which use the same numbers? E.g. 0 + 10 10 + 0 Whichfact does not have a partner? 5 + 5= What is special about 5 + 5?Agree that it is a double.

Ask the children towork in ability pairs. Shuffle cards 1-10

One child picks acard, e.g. 6 they say an addition fact, which makes a total of 10,and their partner writes it down.

LA work as a groupwith adult

HA Work as a groupwith adult and give and write both number facts e.g. 6 + 4 = 10 4+ 6 = 10

Ski word problemaddition questions with the total of 10 e.g. I have 6 sweets mysister gives me 4 more. How many do I have now?

Cards 1-10

Whiteboards

Double facts to 10cards

Thursday

Recall all doubles ofnumbers to at least 10

TA orange use doublepicture cards

Derive and recallall pairs of numbers with a total of 10 and addition facts to atleast 5.

Work out thecorresponding number fact on boardeg 7 + 3subtraction facts

Show a tower of 5cubes and another of 3. Place the towers side by side. Ask how manymore is 5 than 3 When the correct answer is given ask how theyworked it out. Say 5 is 2 more than 3. Count on from 3 until youreach 5 We need to count on 2.

Write 5-2 = 3This ishow we write this number sentence. Repeat with other numbersentences; use other apparatus to help eg Children how many moreboys than girls? How many more stools than chairs if childrenfinding concept difficult. Explain that another way of saying Howmany more..? Is to say What is the difference between. And? Askdifference questions. E.g. What is the difference between 6 and1?The difference between 6 and 1 is . 2,3,4,5,6, We need to counton 5. 6-1=5

Children work ondifferentiated frameworks on finding the difference

LA Work with number1-5 practically using teddies, cubes, themselves cars etc TA

MA Limit to number1-6

HA 1-10

Use a word probleminvolving language used

E.g. Tom had 3 sweetsNigel had 7 sweets. How many more sweets did Nigel have thanTom?

Frameworks

Cubes

Double facts to 10cards

#### Friday

Derive and recallall pairs of numbers with a total of 10

Write

Ask children to writecorresponding one i.e. 3+7

Derive and recallall pairs of numbers with a total of 10 and addition facts to atleast 5.

Work out thecorresponding subtraction facts

Review How many moreis than- ? What is the difference between-and -? Questions.Introduce the concept of less than Ask How many less than 5 is 3?How can I work this out? Explain that we can count from the lowerto the higher number in order to find the difference. Write 5-3 =2.Write

Children work inpairs and take turns to throw a dice and find the differencebetween the scores e.g. one throws 6 the other 4 What is thedifference between 6 and 4?

HA DICE 1-10

MA Dice 1-6

LA Practically aspreviously

Sk the children todiscuss what they have learned during these 2 lessons. Ask childrento say a more than, less than or difference number sentence for asubtraction sum.