Autumn/Spring/Summer1st/2ndDate: 04.02.08 1J Unit 2B2 WEEK3 Counting partitioning and calculating
Mentaloral | MainActivity | Plenary | Individualassessment +/- | Key vocab | |||||
| Objective | Activity | Objectives | Direct teachinginput | Activities | Key questions andresources | |||
Monday | Count reliably atleast 20 objects recognising that when rearranged the number ofobjects stays the same.
Use pic from bigbook | Use a large pictureon board or on IWB. Ask various children to come and count objectsand then one to check Ask questions such ashow many would there be if there e were 1 less etc. | Derive and recallall pairs of numbers with a total of 10 and addition facts to atleast 5. Work out thecorresponding subtraction facts | Review the more thanless than and difference vocabulary using examples with adifference of up to 10 such as 10-5 and 6-0. Write an example onthe board as number sentence and say it together (using take awayor difference) when the children have supplied the answer.
Count back from 10 to5 the difference is 5 | Children completedifferentiated frameworks on the difference.
HA number to12
MA Number to10
LA Number to 5 withadult support | There are 5 beans ona plate. I hide some under a beaker. I write this to show what Ihave done 5 3 =2. Use the 5 beans and hide different number. Canyou write a subtraction sentence to show what you have done? |
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frameworks | |||||||||
Tuesday | Count reliably atleast 20 objects recognising that when rearranged the number ofobjects stays the same. | Use a large pictureon board or on IWB. Ask various children to come and count objectsand then one to check Ask questions such ashow many would there be if there e were 1 less etc. | Derive and recallall pairs of numbers with a total of 10 and addition facts to atleast 5. Work out thecorresponding subtraction facts | Review with thechildren the strategy of taking away by counting back. | Children work ondifferentiated frameworks involving subtraction
HA Up to 20
MA Up to 10
LA Practically andthen writing number sentence as a group
| Ask some oralsubtraction questions such as What is 4 take away 2 How did youwork that out? What is 9 take away 5?What is the difference between4 and 9? Etc |
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frameworks | |||||||||
Wednesday | Derive and recogniseall pairs of numbers with a total of 10.Work out the subtractionfacts
| Use the complimentsof 10 cards and read the sentence without showing the card e.g.what is 4 more than 6. What is the difference between 10 and 4? Howmany more is 10 than 4? | Solve problemsinvolving counting adding subtraction doubling or halving in thecontext of numbers measures or money for example to pay and givingchange. | Explain that you wantthe children to solve a problem about numbers. Display 10 cubes and3 boxes and say here are 10 cubes and 3 boxes. How many differentways can you put the cubes into the boxes? Invite a child todemonstrate one way of doing this and write the number sentence onthe board e.g. 3 + 2 + 5 | Provide each pair ofchildren with 10 cubes and 3 boxes or paper plates and encouragethe children to work in their pairs to find as many ways ofdistributing the cubes as possible and to record their answers onpaper as a number sentence.
LA Work with 2 boxes/plates and 10 cubes HA encourage childrento look for a pattern and to explain why they think they have foundall the possible solutions.
E.g. 10 + -0 + 0 =10 9 + 1 +0 8 + 1 + 1 7 + 2 + 1 | Invite the childrento share their responses ask such questions as What number sentencedid you make? What would happen if you moved one cube from this boxto that one? What number sentence would you make? Can you see apattern in your results? |
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Cubes Paper plates | |||||||||
Thursday |
Count forward andback in 1s 2s and 10s
| Use counting Joe tocount forwards and backwards in jumps of 2 5 10 | Solve problemsinvolving counting adding subtraction doubling or halving in thecontext of numbers measures or money for example to pay and givingchange. | Solving problemsinvolving money. Say John bought some toffees that cost 6p. He gavethe shopkeeper 10p. What change did he get? Which coins do youthink the shopkeeper will have used? Encourage children to thinkabout what coins would have been used. What is the smallest numberof coins that could be used? Discuss the answer, 2 2p coins.Together count up from 6p to 10-p 6p and 2p is 8p 2p more is 10p sothe answer is 4 p. Repeat fro other problems
| Children work on agiven activity. A group of 4 childrentake turns to be a shopkeeper and a customer. The customer chooses2 items and pays 10p The shopkeeper must add up the prices and givethe correct change.
Children work inpairs. They take turns to choose 2 price labels from 1p to 5p. Addprices. The other child gives change from 10p using the leastnumber of coins. Record on whiteboard
Work in pairs findingdifferent ways of making 10p 12p 15p and 18p. Record by writingnumber sentences.
Children work inpairs to make a number story for each of these 2p + 5p =7p 10p 6p =4p 10p 10p = 0p
| Review one of theactivities and ask the children to explain how they worked out theproblem |
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Coins Price labels whiteboards | |||||||||
Friday | Derive and recogniseall pairs of numbers with a total of 10.Work out the subtractionfacts
| Use the complimentsof 10 cards and read the sentence without showing the card e.g.what is 4 more than 6. What is the difference between 10 and 4? Howmany more is 10 than 4? | Solve problemsinvolving counting adding subtraction doubling or halving in thecontext of numbers measures or money for example to pay and givingchange. | Work on word problemsas a class.
Give the children aproblem such as Sam paid 6p for some chocolates. He used 3 coins topay with. Which coins do you think he used? As the children givesolutions encourage them to explain how they worked it out. | Review one of theactivities and ask the children to explain how they worked out theproblem |
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Coins Price labels whiteboards | |||||||||
